تصورات معلمي القرآن الكريم نحو توظيف المستحدثات التكنولوجية التعليمية في تدريسهم للطلبة ذوي الاحتياجات الخاصة بمراحل التعليم العام في المملكة العربية السعودية

Abstract EN

The current study aimed to reveal the perceptions of the Holy Quran teachers towards employing educational technological innovations in their teaching of students with special needs.

The study population included teachers of the Holy Qur'an for students with special needs in general education stages in the Kingdom of Saudi Arabia.

A random sample was selected from among them consisted of (538) male and female teachers from several educational districts.

The study followed the descriptive survey method.

The data of the study were collected using two tools, namely: a scale of (72) items distributed into (4) areas to identify perceptions, and a questionnaire of (62) items distributed into (6) areas to identify the difficulties, after verifying the values of credibility and reliability necessary for the two tools.

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The data were analyzed using the Statistical Package for Social Sciences (SPSS) program, where a group of descriptive and inferential statistics methods were used.

The results showed that the value of (t) reached (25, 323), which is a statistically significant value (α ≤0.05) in favor of the hypothetical average, which was estimated at (80% ) of the total score of the scale, which generally indicates that the sample perceptions did not reach the required limit in the four domains of perceptions scale towards employing educational technological innovations in teaching the Holy Quran to students with special needs.

The results also showed that the education type variable is the only variable statistically influencing at the level of significance (α ≤0.05) in the sample's perceptions in favor of teachers of the Holy Qur'an in public education schools, while the gender and teaching experience variables did not have any statistically significant effect.

The results revealed the difficulties related to employing Qur'an teachers for educational technological innovations in teaching students with special needs in the six areas of the questionnaire, which were approved by all members of the sample at the level of statistical significance (α ≤0.05).

Medium.

In the summary of the study, a set of recommendations and proposals related to the results were presented.