Comparing Information and Communication Technology (ICT) Skills Use and Priority from the Viewpoint of Middle School Teachers of Science, Mathematics, Arabic and Literature

This field study compared the viewpoint of teachers of science, mathematics, Arabic and literature with respect to the use and priority of information and communication technology (ICT) skills to make middle school curriculum more effective. From among a total of 4010 teachers a sample of 350 respondents was randomly selected according to Morgan’s table. The final sample of participants with required characteristics included 117 teachers. The research instrument was a questionnaire developed by the current researchers drawing on the World Foundation ICDL. Its Cronbach’s Alpha reliability was estimated to be 0.93.8. In order to analyze data a use was made of both descriptive statistics and Kruskal-Wallis test. The results of the study indicated that using the seven ICT skills is effective in middle school curriculum. There was no significant difference among teachers’ viewpoint concerning four ICT skills of concepts of information and communication technology, using the computer and managing files, word processing, and web browsing and emailing. There was, however, a significant difference as regards the other three ICT skills. In respondents’ view, employing spreadsheets and databases in teaching mathematics and presentation software in teaching science had the highest priority over the other ICT skills.