The Degree Of Practicing Educational Technology Competencies Among Social Studies Teachers In The Intermediate Stage In Saudi Arabia

Abstract

The study aimed to identify the degree of practicing educational technology competencies among social studies teachers in the intermediate stage and indicate statistical differences according to the variables of gender, educational qualification, and years of experience. The descriptive survey method was used. The study sample was chosen by stratified random sampling and consisted of (145) male and female teachers of social studies in Hail region in the Kingdom of Saudi Arabia. The questionnaire was used as a data collection instrument. The results showed that the degree of practicing educational technology competencies among social studies teachers in the intermediate stage on the total degree and all competencies came with a medium degree. The competency of technological planning obtained the highest mean. Also, the results revealed no statistically significant differences in the degree of practicing educational technology competencies among social studies teachers in the intermediate stage according to the study sample’s responses on all competencies and the instrument as a whole due to the variables of gender, academic qualification, and years of experience. In light of the current results, the study recommended the need for educational leaders in the Ministry of Education to adopt training and development programs to develop the level of social studies teachers' practice of educational technology competencies in teaching.