32 www.eslmag.com
on any subject. He was one of many teachers
who asserted a wish for training in aspects
of teaching methodology, to increase their
professionalism and improve learning
outcomes for students.
Conclusion
This article has highlighted important issues
associated with the use of ICT in schools in
Saudi Arabia. Despite the intentions of the
recent `Watani' project, in practice, ICT
equipment was often unavailable and even
where available was underused. It seems
that the explanation for lack of computer use
must be sought in a complex interaction of
factors, including bureaucratic confusion,
lack of teacher awareness, perceptions of
student roles, and the nature of the centrally-
prescribed curriculum. Another factor may
be the lack of clear research evidence for the
effectiveness of ICT (Buckingham, 2007).
Nevertheless, in the Saudi context, there is
anecdotalevidencefromsupervisors,students
and teachers who have experienced EFL
teaching with ICT that student participation
is increased, and motivation and learning
enhanced. Many Saudi teachers, however,
are unaware of these success stories, due
to the absence of a professional culture and
lack of opportunity for sharing ideas and
experience (Al-Maini, 2006).
The growth and application of new ICT
in the field of education is fraught with
immense difficulties. Projects such as
`Watani' will only succeed if accompanied
by opportunities for teacher training and
development. Supervisors could play a vital
role through disseminating information,
liaising with trainers to develop courses that
meet teachers' needs, enlisting headteachers'
support for new educational initiatives and
arranging opportunities for teachers to
observe examples of good practice. Teacher
competence and commitment is crucial
for countries like Saudi Arabia, seeking
to promote educational improvement
through ICT. Teachers need opportunities to
familiarize themselves with the technology,
guidance on its application in their subject
areas, and evidence that ICT is both feasible
and effective in their particular teaching
context. Most important of all, however, is
an environment in which teachers are not
simply passive implements of educational
directives, but are encouraged to be
dynamic professionals, engaged in career-
long learning, and actively sharing in the
development of policy and practice.
References
Al-Maini, Y.H. (2006). The learning and
teaching of English as a foreign language
with particular reference to developing
reading skills: a case of a Saudi secondary
school, Ph.D. Thesis submitted to University
of East Anglia, UK.
Al-Salloom, H. (1995). Science and
technology in Saudi Arabia, New Jersey:
Amona Publications.
Al-Showaye, M. (2002). Use of computer-
based information technology and the
internet in Saudi Arabian intermediate and
secondary schools, Ph.D. Thesis submitted
to the University of Manchester, UK.
Atkinson, T. (1998). WWW, the Internet.
London: CILT.
Buckingham, David (2007). Beyond
Technology: Children's Learning in the age
of Digital Culture, Blackwell Publishing.
Sabbak, H. (1996). The potential of using
computers for language learning in the
Kingdom of Saudi Arabia, unpublished
Master dissertation, University of Leeds.
Saudi Information Resource Centre (2000):
http://www.saudiinf.com/main/start/htm
Saudi Press Agency (2000): http://www.spa.
gov.sa/
Williams, B. (1999). The Internet for
teachers. Chicago: IDG Books.
Watani (2007), http://www.watani.org.sa
Dr. Yousef H. Al-Maini, Assistant Professor
at College of Languages and Translation, Imam
University, Riyadh, Saudi Arabia.
Teachers need
opportunities
to familiarize
themselves with
the technology,
guidance on its
application in their
subject areas, and
evidence that ICT
is both feasible
and effective

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