Obstacles of Using the Digital Story in Primary SchoolTeaching from the Teacher’s Viewpoints in Riyadh

Document Type : Original Article

Authors

King Saud University, Kingdom of Saudi Arabia

Abstract

This study aimed to identify the obstacles to adopting the digital story in primary school teaching from the teachers’ perspective in Riyadh through two dimensions: physical and administration; and cognitive and skillful. The study followed the descriptive method, and data were collected via an e-questionnaire. The research sample consisted of 111 randomly chosen primary teachers in Riyadh. The results of the research revealed that there are physical and administrative obstacles as well as cognitive or skillful ones but both at a limited degree with a mean of 2.61, which indicated the study sample’s neutrality towards them. The most important physical and administrative obstacles were the lack of digital story producer and the high teaching load. For cognitive or skill obstacles, the most important were the insufficient familiarity with digital story types and the lack of digital design skills. The results also confirmed that there are statistically significant differences in male and female teachers’ opinions about the obstacles due to the variable number of training courses in educational technology. The study had several recommendations, the most important of which is to increase training courses for designing digital stories for primary school teachers and solving the technical infrastructure problems of some schools.

Keywords

References

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