The reality of using digital technology in classrooms from the perspective of middle school teachers in the city of Hail in the Kingdom of Saudi Arabia

Abstract

The aim of the current study was to investigate the reality of using digital technology in classrooms from the perspective of female teachers in intermediate schools in Hail City. To achieve this, the descriptive-analytical method was used to analyze the educational phenomenon. The study sample consisted of 50 female teachers, randomly selected from a population of approximately 500 intermediate school teachers in Hail City. The study arrived at several important results, including: there is a weakness in the level of digital technological culture in schools, despite its importance for educational institutions in the 21st century. This is the same weakness found in the attitudes of female teachers towards the positive use of digital technologies in their subject matter in intermediate school. The study also indicated that there is a tangible weakness in the level of knowledge and familiarity of these teachers with the various aspects of digital technologies. Additionally, the reality of using digital technology in classrooms, from the perspective of female teachers in intermediate schools in Hail City, was found to be moderate, in light of the teachers' possession of digital competencies. The study also highlighted the major difficulties facing the implementation of digital technology in classrooms from the perspective of female teachers in intermediate schools in Hail City, Saudi Arabia. These difficulties include the weak use of social media platforms, the failure to make optimal use of electronic websites, the weak involvement of schools in employing technology, and the lack of activation of e-training. The study recommended raising the level of knowledge of female teachers in digital technological aspects, activating the role of schools in exchanging experiences and knowledge, enhancing cooperation with digital technology experts, and promoting positive attitudes of female teachers towards the use of digital technology in the subjects they teach in intermediate schools.