Factors that inhibit Islamic studies teacher from using ICT in the classroom

Year: 2012

Author: Alsharidah, Majed

Type of paper: Abstract refereed


Purpose: This paper explores factors that inhibit utilization of ICT by Islamic studies teachers in Saudi Arabia.

Method: A mixed methods approach (sequential explanatory design) included a questionnaire and an interview.  The former was applied to 230 participants from 73 intermediate schools and the latter involved 17 interviewees, 12 Islamic teachers and five Islamic supervisors; both from Riyadh, Saudi Arabia.

Results: The findings from this study indicated that Islamic teachers face many challenges preventing them from using ICT in their daily teaching. The questionnaire revealed that factors which operated at school level (compared with teacher level factors such as attitudes, skills etc) were the prime reasons why teachers failed to utilise ICT in their teaching. Specific examples included a lack of equipment software and hardware, lack of technical support, difficulty in accessing ICT tools especially in rented buildings, lack of professional development and absence of appropriate supporting school environments (such as large number of students in the classrooms, no reward system for encouraging the use of ICT and lack of time to prepare for lessons that involved ICT use).

Conclusion: The data gathered in this study suggests there is a need to develop new and improved frameworks that will facilitate greater ICT usage for all Islamic Studies teachers. For example: increasing professional development  opportunities including efforts to provide more training courses for teachers; facilitating teacher exchanges;  decreasing the number of students in the classrooms; decreasing the number of class sessions per week to a maximum of 18 ; offering more encouragement towards using ICT and  increasing ICT tools in the classroom such as such as computer/ laptop, digital projector, interactive white board and overhead projector.