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3) interview with a student from Sultan Qaboos University Mohammed AlMarboi  from college of Education 

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3) interview with a student from Sultan Qaboos University Mohammed AlMarboi  from college of Education 

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https://drive.google.com/file/d/1IWHAzwN5GeyOabjNhqibZCoukLC8eyqH/view?usp=sharing

https://drive.google.com/file/d/1lsCsXmwQuXKBZIXwVDlegY6arVNJuKc2/view?usp=sharing

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2) interview with Dr. Sulaiman Al-Busaieedi a teatcher in University of Technology and Applied Sciences-Nizwa (UTAS-Nizwa)

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2) interview with Dr. Sulaiman Al-Busaieedi a teatcher in University of Technology and Applied Sciences-Nizwa (UTAS-Nizwa)

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https://drive.google.com/file/d/1GvZL8PnBID5pZx-DdiQ5o0snMbkX_l0o/view?usp=sharing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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1) interview with mr.Qutada Al-Blushi, a teacher in Sultan Bin Saif School in Nizwa

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1) interview with mr.Qutada Al-Blushi, a teacher in Sultan Bin Saif School in Nizwa

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https://drive.google.com/file/d/1T0lBBdcjlGXyv1X3h1hOzlh-BtGjV84D/view?usp=sharing

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Relevance to Oman: provide evidence such as statistics and case studies, etc, to support how big the problem is and in what ways, etc

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Relevance to Oman: provide evidence such as statistics and case studies, etc, to support how big the problem is and in what ways, etc

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Technology, curriculum, and instruction are not all in sync. There are also opinions on how much of a crutch technology may be for students. Certain types of calculators have initially been discussed in schools as to whether or not they should be permitted in class because they solved the issues for pupils who struggled with math. The same might be said about applications that provide quick, accessible solutions to problems that a student should consider more deeply. (Ed note: While this is more of an issue of instructional design than a criticism of technology, it does highlight the need for updated instructional design in light of technological advancements.) Today's students are savvy with technology, and computers, cellphones, and tablets are already second nature to them. Taking technologies out of the learning equation would mean eliminating a critical component of students' talents.

Everything–support, teaching, learning, budgeting, and so on–becomes more complicated due to technology. It's 'disruptive' by definition. Take, for example, contemporary technology's new social dynamics. The material being taught and assessing learning are just as essential as privacy, footprint, and digital citizenship. Even completely innovative alternatives, such as eLearning, do not provide the same social advantages as a traditional school. Learners may not learn the same social cues as typical students if they are not in a classroom to build friendships and interactions with their peers. They may take the lessons less seriously if they don't have any real face-to-face time with their teacher.

فينا بلغ إجمالي عدد المدارس المطبقة لبرنامج الدمج (221) مدرسة توزعت على جميع محافظات السلطنة، ضمت هذه المدارس عدد (1685) طالب وطالبة، بلغت نسبة الذكور (56.6%)، والإناث (43.4%)، وبلغ إجمالي عدد المعلمين والمعلمات (619)، شكلت محافظة شمال الباطنة أعلى نسبة في اعداد الطلبة حيث بلغت (18.98%)، واعلى نسبة في عدد المدارس حيث بلغت 19.4%) في حين بلغت محافظة الوسطى (0.4%) فقط في أعداد الطلبة، في حين بلغت عدد المدارس ثلاث مدارس فقط بنسبة (1.4%).

Read more: https://www.atheer.om/archives/502623/%d8%a8%d8%a7%d9%84%d8%a3%d8%b1%d9%82%d8%a7%d9%85-%d8%a7%d9%84%d8%aa%d8%b1%d8%a8%d9%8a%d8%a9-%d8%aa%d9%86%d8%b4%d8%b1-%d8%a5%d8%ad%d8%b5%d8%a7%d8%a6%d9%8a%d8%a7%d8%aa%d9%87%d8%a7-%d8%b9%d9%86-%d8%a7/#ixzz7ECbqKLcS

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Provide at least two scholarly articles talking about the problem and provide what have you learned from them about the problem

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Provide at least two scholarly articles talking about the problem and provide what have you learned from them about the problem

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1 Citation: Beliefs about teaching and uses of technology among pareservice teachers. (2020). Beliefs about Teaching and Uses of Technology. https://www.tandfonline.com/doi/citedby/10.1080/13598660801971641?scroll=top&needAccess=true

(2 Staff, T. (2021, November 23). 5 Problems with Technology In Classrooms. Teach Thought. https://www.teachthought.com/technology/problems-with-technology-in-classrooms/

-we learned that teachers are more inclined to use technology to support their existing practices. Teachers use technology in their classrooms.

Teachers integrate technology in different ways. Some teachers use technology mainly for presentation purposes, while others allow students a complete reign of technology resources. How teachers use technology for instructional purposes is influenced by their beliefs about teaching and learning. This study has shown that a factor influencing how teachers use technology is what they believe about education. If teachers practice constructivist teaching, they are likely to use technology constructivist or traditional ways. On the contrary, if a teacher believes in conventional schooling, there is a strong likelihood that technology will be used traditionally.

-Students are constantly distracted, according to teachers. Their memory is jumbled to the extreme. Recent assignments indicate a deterioration in analytic reasoning. They also worry if we are producing people who are incapable of thinking clearly. Schools around the country are grappling with dealing with the increasing use of technology. Most have devised regulations to govern electronics in the classroom but enforcing them has proven challenging. On the other hand, other instructors believe that technology may be both a problem and a solution. They agreed that technology might be a valuable educational resource. The Internet and search engines had a "mainly favorable" influence on student research skills, according to almost 75% of the instructors polled. They also claimed that such tools have helped pupils become more self-sufficient researchers.

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Who are the stakeholders affected by the problem, and in what way

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Who are the stakeholders affected by the problem, and in what way

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technology supports change in pedagogical beliefs and attitudes of learners when they engage with it in the classroom. The educational process has many challenges to use technology in the school because of attitudes and beliefs towards technology that interfere or prevent the change. The ideas are the basics that the perspectives are based on. Although we cannot make technology integration less difficult without changing the teacher's beliefs and attitudes. For example, if the teacher thinks that the technology is ineffective in education, he will not be motivated to use the technology in the classroom. On the other hand, if the teacher thinks that the technology is effective in education, he will be encouraged to use the educational technology. Also, many teachers have had bad experiences because they use technology with many issues and believe that technology wastes time and requires a lot of skills. In addition, the technology needs too many practices, so teachers need training on how to use technologies.

The positive attitudes towards the use of technology because of the activities and training provided to teachers. The new teachers employed for five years or less are more adaptive with technology integration and are more motivated to use educational technologies. But the old teachers who have been employed since a long time ago who do not have enough training use traditional teaching rather than new technologies. Teachers need enough training to overcome this challenge. Moreover, the most obvious challenge is the technology itself. Because the schools have old and weak technologies that make a problem even for the information technology teachers trained to use it. Also, the schools have a small number of computer devices and laps. Because the schools have only two computer laps dedicated to 1000 students and 90 teachers, these problems make using technology more complicated.

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Technology has become most important to facilitate learning, motivate students, simplify knowledge, and have diverse learning styles. The problem lies in the teachers who can not use technology effectively. Students are not self-directed, not self-reliant, and not self-assessments. Students compel to follow orders and the teachers take control of students learning path. They entirely apply a one-size-fits-all approach. Many students are accused of failure! students do not all have the same understanding and abilities. Students listen to lectures "8 classes" daily without using technology tools; they just read and write! The reliance on memorization and understanding makes students forget everything after one hour of the end of the test. Most teacher educators do not utilize educational technology effectively in their teaching practice. These problems come because those teachers encounter difficulty in using technical equipment.