Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Abstract

Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

“…The results are divergent (e.g. see Norizan et al, 2018;Tondeur et al, 2017 on a low level; Ng & Cheng, 2019;Noh et al, 2013;Al-Awidi, 2017 Furthermore, it should be noted that while this inquiry mainly focused on the construct of readiness on blended learning transition, the qualitative results inevitably and constantly probed different facilitating and hindering factors. The vast body of researches highlights a complicated pattern of interconnected factors related to readiness and is expected to be predictors of the successful integration of technology in education (Player-Koro, 2012).…”

“…Many studies have suggested that determining the readiness of teachers is necessary for the success of the different modalities of technology integration (Balajadia, 2015;DiBella et al, 2015;Markle, 2016;Al-Awidi & Aldhafeeri, 2017;Barde, 2017;Maimun et al, 2017;Christensen & Knezek, 2017;Cuhadar, 2018;Norizan et al, 2018;Ifinedo et al, 2019;Mousa & Kalonde, 2019;Ng & Cheng, 2019;Zamir & Thomas, 2019;Brooks & Grajek, 2020).…”

Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka

“…These make them ready to get involved in identifying children with dyslexia. Several studies in other teaching contexts such as using technology in teaching have shown similar results where teacher knowledge is positively correlated with their readiness to play the expected role (e.g., Al-Awidi & Aldhafeeri, 2017;Sulaiman, Hamzah, & Rahim, 2017).…”

Implementation of Computer-assisted Learning in High School: Teachers and Students‟ Perspective

“…Technology has great potential to improve the quality and academic results of the teaching process. Therefore, it is necessary to identify various kinds of problems and facts in the field related to teachers' ability, some of which may not be ready and some are ready to integrate technology [45]. The results showed that ICT application in learning had been supported by the availability of supporting facilities and infrastructure.…”

“…Besides, students' ability as learning subjects in operating computers was included in the good category. The success of ICT-assisted learning or electronic-based learning, in fact, must be supported by infrastructure, materials, utilization systems, and policies that have been established as regulations, both by the government and schools [45,46]. Empirically, teachers have implemented technology-assisted learning, such as the use of presentation media and instructional videos, but in some cases, it is still necessary to develop the learning potentials or resources available in schools.…”