- Title
- The use of video technology in the classroom among Jordanian secondary school teachers in Amman: an integrative mixed methods study
- Creator
- Ajloni, Mosah Sae’ed Saleh
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2020
- Description
- Masters Research - Master of Philosophy (MPhil)
- Description
- This thesis investigates the usage of Video Technology (VT) by teachers in Secondary Schools in Amman, Jordan. An integrative mixed methods (IMM) design gathered data from 378 participant questionnaires and 24 semi-structured interviews to explore the extent to which these teachers use video-based technology as a tool for teaching, drawing on the Technological Pedagogical and Content Knowledge (TPACK) framework. The study explored five aspects of video usage. Use involved decisions regarding Video Based Learning. Selection involved choice of appropriate video technologies and content for teaching and learning. Video games represented an innovative tool for facilitation of teaching and student learning. Teachers have a clear role in developing and using VT and they attach value, appraising its use in teaching content knowledge and facilitating pedagogical activities. These aspects of video-based technology provided a context for assessment of TPACK. These teachers used smartphones, laptops and personal computer devices most frequently, particularly female teachers and those in private schools. They used these devices during morning classes. Teacher group and years of teaching; type of schools, teaching grade and subject taught; location and school districts; and access to Internet and ICT support all had statistically significant effects on aspects of video usage. Interestingly, the gender differences among teachers had no significant effect on video usage while the mean scores were significantly higher among private school teachers. Correlation analysis suggests a positive relationship between aspects of video usage, such that a higher score in one aspect of video usage suggests increase in other aspects. Qualitative interview data indicated how these teachers were integrating video-based technologies while also highlighting the challenges they face. The current study suggests that there is a need to encourage teachers to use video-based technology in their teaching. Future studies may be required to complement and compare the current research findings with a view to advance knowledge in video-based TPACK and its relevance for teaching practice.
- Subject
- video technology; technological pedagogical and content knowledge framework; TPACK; integrative mixed methods; Jordan; secondary school teachers
- Identifier
- http://hdl.handle.net/1959.13/1418531
- Identifier
- uon:37368
- Rights
- Copyright 2020 Mosah Sae’ed Saleh Ajloni
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
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| View Details Download | ATTACHMENT01 | Thesis | 2 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 484 KB | Adobe Acrobat PDF | View Details Download |