The reality of technical integration in enhancing the effectiveness of teaching skills from science teachers' perspectives in the Kingdom of Saudi Arabia

Abstract

The study aimed to enhance understanding of technology integration's role in improving effective teaching skills among science teachers in the western region of Saudi Arabia. A questionnaire comprising five axes and 44 items was developed and administered electronically to 173 science teachers, including both genders, in the specified region. Findings indicated a high utilization of technology to enhance teaching skills, with most teachers acknowledging the moderate significance of integrating technology into their teaching methodologies. They highlighted its efficacy in enhancing student engagement and learning outcomes to a moderate degree. Various factors, notably the level of technology training and school infrastructure, influenced teachers' decisions to integrate technology into their practices. The study identified administrative support and guidance as crucial factors hindering effective technology integration in science classrooms. Gender and academic qualification did not significantly affect perceptions of technology integration's reality in enhancing teaching skills, although teaching experience exhibited a notable influence, favoring less experienced teachers. Based on these findings, the study recommends bolstering specialized training courses and workshops to develop educational technology skills and promote technical integration among science teachers in Saudi Arabia.