واقع استخدام الحاسوب في التدريس في مدارس التعليم العام بوزارة التربية من وجهة نظر طلبة التربية العملية بكليتي التربية بجامعة الكويت و التربية الأساسية بالهيئة العامة للتعليم التطبيقي و التدريب

الملخص EN

المستخلص: The study aimed to identify the reality of the use of practical education students in the two faculties of education, Kuwait University and basic education in the General Authority for Applied Education and Computer Training and its applications in teaching in the general education schools affiliated to the Ministry of Education in Kuwait and to find out the main difficulties that limit its use and suggestions that increase the effectiveness the use.

For this purpose, the study tool was designed as a questionnaire.

It consisted of (43) items distributed on three axes.

It was applied to a random sample of (490) students from practical education who practice practical education in general and intermediate schools in Kuwait.

The second semester of the academic year 2016/2017.

The results revealed that the computer is used in teaching at a medium level equal to the percentage of relative weight (72.3%).

And that there are a number of difficulties facing this; 81.3% of the sample indicated that they are very large.

90.7% of the respondents agreed that the proposals made to activate the use of computers in the teaching process are very important.

There were statistically significant differences at (0.05) with regard to the opinions of the sample on the existence of difficulties that limit the use of the educational computer according to the variable of academic specialization for the benefit of students of literary disciplines, and according to the variable of the school stage in favor of the primary stage.

There are also statistically significant differences with regard to the difficulties that limit the use of the educational computer and in the proposals that are used by teaching students in practical education.

Depending on the college variable, in favor of students of the Faculty of Basic Education.

There were also no statistically significant differences between the sample averages in all axes according to the variable of the educational area.