درجة توظيف طالبات جامعة تجران لتكنولوجيا التعليم أثناء أداء التربية العملية

Abstract EN

The present study was conducted to identify the extent to which Najran University students implement education technology (ET) during their practicum as perceived by their peer teachers and academic supervisors.

The study also attempts to identify the presence of any statistically significant differences between the perception of academic supervisors and that of peer teachers vis-à-vis ET implementation.

Another aim of the study was to identify the most important ET skills that practicum students should have.

The paper used a descriptive approach with a survey integrating five related variables; namely: design, development, implementation, administration and assessment.

The survey was administered to a study sample comprising 20 academic supervisors and 51 peer teachers.

Findings revealed an overall average level of ET implementation.

The highest score, however, was in the areas of administration and implementation as viewed by academic supervisors, but in the areas of administration and assessment as perceived by peer teachers.

The two groups have, nonetheless, agreed that “development” had the lowest score.

No statistically significant differences were recorded between the two groups in terms of the most important ET skills that practicum students should have; they both agreed on the importance of the following skills: formulation and assessment of objectives, content development and communication skills.