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HOW EFFECTIVE IS ICDL TRAINING FOR OMANI TEACHERS?
A dissertation submitted to the University of Manchester for thedegree of Master of Arts in " Digital Technologies,Communication and Education" in the Faculty of Humanities
YEAR OF SUBMISSION: 2009FAHAD KHALIFA HUMAID AL HATMISCHOOL OF EDUCATIONUNIVERSITY OF MANCHESTER
List of Contents
List of Tables and Figures. 4Abstract 5Declaration 6Copyright Statement6Acknowledgment7Chapter 1: Introduction81.1. Background of the Topic81.2. Statement of the Problem 101.3. Purpose of the Study 111.4. Significance121.5. Research Questions121.6. Theoretical Model 131.7. Scope and Limitations of the Study 151.8. Outline of the Study 16Chapter 2: Literature Review172.1. Introduction 172.2. ICT 172.2.1. Defining ICT Literacy 172.2.2. ICT in Teaching 192.2.3. Teacher Readiness for ICT Instruction 202.2.4. Approaches to ICT Education212.2.5. Effectiveness of ICT Training242.2.6. ICT Training Methods252.2.7. Assessing ICT Literacy262.3. ECDL/ICDL272.3.1. Background272.3.2. Standardization and Vendor-neutral Approach272.3.3. Teaching Methods for ECDL/ICDL282.3.4. Effectiveness of ECDL/ICDL292.3.4.1. Effectiveness in Assessing ICT Literacy292.3.4.2. Effectiveness for ICT Training312.3.5. Gaps in Existing ECDL/ICDL Literature332.4. ICT and ECDL/ICDL in Sultanate of Oman332.4.1. ICT in the Sultanate of Oman332.4.2. ECDL/ICDL in the Sultanate of Oman342.5 Conclusion35Chapter 3: Methodology363.1. Introduction363.2. Justification of the Methodology363.3. Merging Quantitative and Qualitative Data393.4. Quantitative Phase of the Study393.4.1. Survey Questionnaire Methodology403.4.2. Quantitative Sampling402
3.4.3. Quantitative Instruments413.4.4. Data Collection Procedures423.4.5. Data Analysis423.4.6. Reliability and Validity443.5. Qualitative Phase of the Study443.5.1. Sampling453.5.2. Instruments463.5.3. Data Collection Procedures473.5.4. Data Analysis483.5.5. Trustworthiness493.6. Limitations of the Methodology503.7. Summary51Chapter 4: Findings524.1. Quantitative Findings524.1.1. Survey Questionnaire524.1.2Pre- and Post- Test of Access Class under Observation 594.2. Qualitative Findings604.2.1. Descriptive Statistics: Motivation, Expectations, 60and Skills Gained4.2.2. Descriptive Statistics: Deficiencies in the Training624.2.3. Descriptive Statistics: Suitability of Training for 62Teachers, And Recommended Improvements4.2.4. Observation of Access Class634.2.5. Interviews with Trainers674.2.6. Interviews with Students of Access Class68Chapter 5: Discussion71Chapter 6: Conclusion78Chapter 7: Recommendations817.1. Recommendations for Improvement817.1.1. Make Training Relevant to Educators817.1.2. Training Length817.1.3. Training Time827.1.4. Training Materials827.1.5. Trainer’s Training827.1.6. Phased Approach to ICT Training827.2. Recommendations for Future Research837.2.1. ICT Competency Differences for Teachers in 83Different Subject Areas7.2.2. The Effect of Lack of and Poorly Maintained83EquipmentChapter 8: References85Appendix A: Survey Questionnaire92Appendix B: Structured Observation Form97Appendix C: Teacher Interviews100Appendix D: Trainer Interviews 1013
Sections
« prev | next »- Abstract
- DECLARATION
- COPYRIGHT STATEMENT
- Acknowledgment
- Chapter 1: Introduction
- 1.1. Background of the Topic
- 1.2. Statement of the Problem
- 1.3. Purpose of the Study
- 1.5. Research Questions
- 1.6. Theoretical Model
- 1.7. Scope and Limitations of the Study
- 1.8. Outline of the Study
- Chapter 2: Literature Review
- 2.1. Introduction
- 2.2. ICT
- 2.2.1. Defining ICT Literacy
- 2.2.2. ICT in Teaching
- 2.2.3. Teacher Readiness for ICT Instruction
- 2.2.4. Approaches to ICT Education
- 2.2.5. Effectiveness of ICT Training
- 2.2.6. ICT training methods
- 2.2.7. Assessing ICT Literacy
- 2.3. ECDL/ICDL
- 2.3.1. Background
- 2.3.2. Standardization and Vendor-neutral approach
- 2.3.3. Teaching Methods for ECDL/ICDL
- 2.3.4. Effectiveness of ECDL/ICDL
- 2.3.4.1. Effectiveness in Assessing ICT Literacy
- 2.3.4.2. Effectiveness for ICT Training
- 2.3.5. Gaps in Existing ECDL/ICDL Literature
- 2.4. ICT and ECDL/ICDL in Sultanate of Oman
- 2.4.1. ICT in the Sultanate of Oman
- 2.4. 2. ECDL/ICDL in the Sultanate of Oman
- Chapter 3: Methodology
- 3.1. Introduction
- 3.2. Justification of the Methodology
- Table 1. Research Overview
- Table 2. Quantitative and Qualitative Processes
- 3.4. Quantitative Phase of the Study
- 3.4.1. Survey Questionnaires Methodology
- 3.4.2. Quantitative Sampling
- 3.4.3. Quantitative Instruments
- 3.4.5. Data Analysis
- 3.4.6. Reliability and Validity
- 3.5. Qualitative Phase of the Study
- 3.5.1. Sampling
- 3.5.2. Instruments
- 3.5.3. Data Collection Procedure
- 3.5.4. Data Analysis
- 3.5.5. Trustworthiness
- 3.6. Limitations of the Methodology
- 4. 1. Quantitative Findings
- 4.1.1. Survey Questionnaire
- 4.1.2 Pre-and-Post Tests of Access Class under Observation
- 4.2 Qualitative Findings
- Skills Expected to Improve form ICDL Training as Ranked by Respondents
- 4.2.2 Descriptive Statistics: Deficiencies in the Training
- 4.2.4 Observation of Access Class
- 4.2.5 Interviews with Trainers
- 4.2. 6 Interviews with Students of Access Class
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