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Volume :12 Issue : 45 1997      Add To Cart                                                                    Download

Needs Assessment of Professional Development as Perceived by the Educational Technology Specialists

Auther : Soad A. Al-Ferieh

Professional development programs demand the search for the essential needs of the concerned personnel as perceived by themselves from their own field of work. With the increasing role of educational technology in the teaching-learning process, it became a necessity to investigate the professional needs of those who are in charge of such tasks to fulfill their needs. Within this context, this research paper aimed at finding out the professional needs of the educational technology specialists- ETS. Those specialists are responsible for developing and implementing instructional technology for educational purposes in Kuwaiti pre-university schools. In light of the related literature, and previous studies, the researcher developed a questionnaire as a tool for investigation. The questionnaire included five domains of educational technology that embraces 34 tasks representing the most required functions of an ETS in the field. The five domains were as follows: Production of instructional materials, management, utilization of equipment, training, and research and evaluation as related to educational technologies. The questionnaire, being validated and proved reliable, was applied to a representative sample of 150 male and female ETSs. The respondents rated their existing knowledge and their desired (needed) knowledge about each of the 34 tasks. Statistical analysis of the abtained data showed that: the specialists need to know more about all the indicated tasks, regardless of their existing knowledge. Priorities of needs in the domains were production of instructional materials, and research and evaluation. However priorities in tasks were using the computer in different functions. producing video films and conducting research studies. The ET specialists also asked for more intensive training sessions and the availability of a variety of learning resources. There were no significant differences in the needs of the ETSs according to gender, experience or demographic variables.

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