Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice

  • Margaret Robertson La Trobe University
  • Abdulrahman Al-Zahrani La Trobe University

Abstract

Success factors for integration of ICTs in higher education teaching and learning reveal a complex mixture of old and new paradigms. A review of the relevant literature and findings from research conducted in Saudi Arabia highlights the importance of actual and perceived self-efficacy within the new paradigms. The research reported reflects these perceptual dilemmas. Participants were 325 Saudi pre-service teachers from the Faculty of Education at King Abdulaziz University. Findings reveal that participants have generally high skill levels with computing tasks and their perceptions of self-efficacy as university teachers increase with computer experience and computer qualifications. These findings imply that increasing Saudi pre-service teacher access, training, and exposure to computers and ICTs will contribute effectively to boosting their self-efficacy, motivation, and computing habits. However, where traditional views of teacher directed learning remain unchallenged change is conservative and context specific. To overcome the perceptual gap, data underline the importance of sympathetic and strategic leadership, effective curriculum design and innovative pedagogies to sustain outcomes.

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Author Biographies

Margaret Robertson, La Trobe University
Professor of Education, La Trobe University
Abdulrahman Al-Zahrani, La Trobe University
Faculty of Education, La Trobe University
Published
2012-08-28
How to Cite
Robertson, M., & Al-Zahrani, A. (2012). Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.793