Blog # 10

Teachers' Perceptions of Technology Integration in the United Arab Emirates School Classrooms

Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' Perceptions of Technology Integration in the United Arab Emirates School Classrooms. Journal of Educational Technology & Society, 13(1), 165-75. Retrieved from Education Full Text database on July 17, 2010.


Researchers in this study investigated technology integration at United Arab Emirates (UAE) Model schools. The study aimed at teachers' perceptions of their technology integration competencies, obstacles and incentives related to successful classroom technology integration, and the difference in perception of male and female teachers in technology integration.

Participants consisted of 40 female and 60 male teachers from two schools in Abu Dhabi, UAE. All teachers had between 5 and 15 years of teaching experience. Study results showed that teachers at both schools are integrating variety of technology in their classes' activities to promote students' learning. However, methods of integration by male teachers differed in some cases compared to their female colleagues.

Results of this study were collected from a questionnaire focusing on teachers' perception of technology integration and focus group interviews with the teachers at both schools to collect detailed data on technology integration methods, problems hindering such integration, and incentives that increase this integration in the class.

Results indicated that teachers highly regard their competencies in technology integration. This high perception by teachers might be due to the fact that technology integration in classrooms is a part of teacher evaluation, particularly at model schools. Male teachers indicated that there is a lack of training on how to integrate technology effectively while female teachers pointed out that a large number of students, technical problems, and expensive tools are the common problems that negatively affect the effectiveness of technology. Teachers suggested that there should be collaboration between schools where teachers can exchange ideas and successful technology integration techniques.

Teachers reported high usage of technology for interaction and communication, engagement in learning, and understanding of academic subjects. The result of the study showed that student achievement has improved across all grades.

The study revealed that there are some actions needed to be taken in order to increase effective technology integration in the classroom. For example, regular professional development workshops, enhancing curriculum with technology-enhanced materials, and giving enough freedom for teachers in the selection and coverage of curriculum materials. Model schools at the UAE had advantages over typical schools, mostly in their infrastructure and teacher professional development activities.

Therefore, most public schools around the country started to follow their path. As a result, the gap between model schools and public schools is getting closer.
The researchers recommend providing teachers with incentives and awards for technology integration in their classrooms and to provide teachers with some release time so that they can plan effectively for technology integration in teaching and learning.

Personally, I like the researchers’ recommendations. Definitely teachers need time to develop lessons integrated with effective technology to enhance their teaching and to increase students’ achievements. Giving incentives will increase technology use, but it shouldn’t linked to “use of technology”, but if it is necessary, it should be linked to “effective use of technology and students’ achievements”.