The degree of availability of digital competencies among family education teachers in Makkah Al-Mukarramah in the light of the standards of the International Society for Technology in Education (ISTE)

Bukhari, Hanadi Bint Muhammad Makki Bin Abdullah; Al-Sayeg, Hana Bint Abd Al-Wasih Bin Abd Al-Bari

doi:10.21608/jsrep.2023.303362

The degree of availability of digital competencies among family education teachers in Makkah Al-Mukarramah in the light of the standards of the International Society for Technology in Education (ISTE)

Document Type : Original Article

Authors

¹ 1Education Technology major, Department of Curricula and Teaching Methods, College of Education, Umm Al-Qura University, Saudi Arabia

² 2Department of Family Education, College of Education, Umm Al-Qura University, Saudi Arabia

10.21608/jsrep.2023.303362

Abstract

This study aimed to identify The degree of availability of digital competencies by family education teachers in Makkah City in light of the teachers' standards of the International Society for Education Technology (ISTE). The research followed the descriptive approach. In order to collect data, the study used an electronic questionnaire survey, included (57) items representing seven standards related to teachers, according to the International Society for Technology in Education standards model. The study population consisted of all female education teachers in Makkah Al-Mukarramah, whose number was (635) female teachers for the academic year 1444 AH, according to statistics, from the Planning and Development Department of the Education Department in the city of Makkah Al-Mukarramah, while the study sample consisted of (150) female family education teachers randomly selected from all the schools of the city of Makkah at all levels of primary, middle and secondary education. The results showed that the degree of availability of digital competencies among family education teachers according to the standards of the international Society for Technology in Education (ISTE) was high. There were no statically significant differences at level (0.05) between the averages of the study sample responses according to the variables (Academic qualification - years of experience- Specialization). The study concluded some recommendations, such as training teachers, guiding female family education teachers on taking advantage of their digital competencies and applied them within the educational environment. Educating female teachers on how to benefit from available digital resources and digital teaching and learning strategies that support their progress and that of students in line with the Family Education course.

Keywords

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