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Information and Communication Technologies: ICT Staff Development in Jordanian Public Secondary Schools\ Ajlouni, Khalid
Summary or Abstract
The objectives of this study can be summarized as follows: produce statistical indicators of the extent to which Information and Communication Technologies (ICTs) are integrated in the educational processes; show developments over time and investigate to what extent these are comparable with other countries in the region and beyond; analyze factors that can inhibit or promote the nature and speed of educational changes; and study and document examples of educational innovations that are supported by ICTs. The ultimate objective is to identify best practices that can be implemented and disseminated into the system at large. The results of this study show that a very crucial condition for changing pedagogical practices and integrating ICTs is that teachers and support staff need to be adequately trained in order to feel comfortable with ICT applications in their daily instructional activities. A substantial number of school principals think that many teachers do not yet possess the required ICT knowledge and skills, despite the fact that almost all teachers have received some form of training. Along with this, technical resource personnel at schools indicated that, although their technical knowledge was quite acceptable, only half of them thought that they were well-prepared regarding didactical and organizational integration of computers. This state-of-affairs is not a phenomenon that is exclusively witnessed in Jordan. To the contrary, it was observed in many of the other countries included in this study.
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