Las objeciones a algunos metafísicos, Spinoza

a) ICT material

Although the Saudi government has promised to provide all schools with ICT resources. However, growing number of studies state that insufficient ICT resources are a major hindrance factor for ICT in Saudi schools (Almaghlouth, 2008; Alsulaimani, 2012; Oyeid, 2009; Pelgrum, 2001; Al-Maini, 2011). In fact, the failure of learning and teaching in ICT tools, in Saudi classrooms, due to lack of supportive equipment and resources such as internet access, computers and computer labs (Al-harbi, 2014).

A study carried out by Hakami et al. (2013) in order to investigate critical success factors for ICT integration into the Saudi school curriculum shows that one computer serves about 10 students in each secondary school. Almaghlouth (2008) conducted research to explore the

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Saudi Science teachers’ perception of ICT usage to improve teaching and the learning process. The sample population for the qualitative survey was 131 teachers. Using questions like “which of the following tools do you use in your school?” and “how often do you use these tools?” Almaghlouth, found the projector device to be the most used tool at 56% and only 2% of the teachers that were interviewed used the internet during lessons. The study noted that students and teachers are limited in terms of access to internet and computer labs. Lack of skills could also be a limiting factor as established.

Alsulaimani (2012) studied what impedes Saudi Science teachers from using ICT. He found that the internet access and speed are not suitable for educational usage and that the dial-up connection is the main method of internet connectivity in Saudi schools. He found 71% (210 respondents) were fairly concerned or highly concerned about the perceived barrier to use through speed of connection and waiting time for pages to load.

b) Financial resources

In 2007, the Saudi Arabian government pumped in £2 billion in a bid to reform and improve the education environment through the use of contemporary technologies. Approximately 25 per cent of the country’s expenditure in 2015 went to the education sector. This accounts for more than £36 billion, which is in addition to the already large expenditure pumped into the sector for the implementation of technological changes in terms of curriculum changes, as well as upgrading ICT facilities (Ministry of Finance, 2015).

Budgets for secondary schools are distributed independently and every secondary school has an independent yearly budget determined by the Cabinet’s overall national budget. Despite this huge budget (Ministry of Education, 2016).

Nevertheless, despite the government’s efforts to equip secondary schools with ICT facilities and infrastructure, studies recently carried out show that some secondary schools face difficulties in providing financial resources to solve day to day problems, such as cleaning and maintenance, as well as the purchase of printer ink and printing papers (Information centre, 2010).

Almannie (2015) states that the financial issues do not pose a problem in Saudi schools. He believes, there is a problem in planning and mechanism of implementation. The current study therefore assesses the participants’ views, including the Ministry of Education, on the issue of financial resources and investment for ICT implementation in Saudi secondary schools.

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c) Human Resources

The preparation and training of pre-service teachers in Saudi Arabia demonstrates the great efforts undertaken to ensure effective teacher training to meet the demands of the modern world. With the establishment of the Directorate of Education in 1924, a training programme was initiated with a focus on social and environmental needs. A further development was the creation of teacher preparation programmes within the whole country, when in 1953 the Ministry of Education took over responsibility for teacher training in both pre-service and in- service programmes (Oyaid, 2009).

The current teacher colleges were first established in 1989 and colleges of education at Saudi universities, for which the Ministry of Higher Education is responsible, offer a four year training programme to graduates to teach at any school level (Alshalaan, 2006), with different departments offering specialist subjects and academic preparation (Algabr, 1994), as well as the principles of learning, educational processes and theories, teaching skills and methodologies and methods of assessment (Al-Salloom, 1995; Bin Salamah, 2001). In order to qualify and thus to be eligible to work as a teacher, it is necessary to succeed in measurement of teaching skills, which includes an exam, which requires knowledge of a wide range of educational aspects.

However, despite teacher training colleges coming under the responsibility of the Ministry of High Education (universities), the progression in preparing teachers to use ICT in their lessons is still not adequate to meet the demands of technology and to encourage its use (Alwani, 2005; Al Mulhim, 2014). Furthermore, there is a lack of pedagogy preparation (Al-harbi, 2014). Oyaid (2009) stated that only 45% of ICT teachers have the relevant qualifications to teach ICT in secondary schools. As a result, the quality of education delivered to secondary school students in Saudi Arabia is greatly affected.

However, it has been mentioned earlier that there is a clear lack of pedagogy training of Saudi teachers with regard to ICT usage (Alshumaim & Alhasaan, 2010; Robertson, & Al-Zahrani, 2012; Almalki & Williams, 2012).