The Acquisition of Educational Technology and State of Its Utilization In Their Teaching by Basic School Arabic Teachers on the Northern Governates of Palestine

This study aimed at identifying basic school Arabic teachers' acquisition of educational teleology and state of its use in their actual classroom teaching in the Northern Governorates of Palestine. To this end, the study raised the following five questions: 1. What is the degree of public and UNRWA school Arabic teachers' acquisition of educational technology? 2. What is the role of teacher's, sex, experience, academic qualification, scientific level, education , directorate and governorate in the concept of educational technology? 3. What is the extent of the Arabic teachers' use of teleological resources and strategies in their classroom teaching? 4. What is the role of sex, experience, academic degree, scientific level and education directorate in the subjects, utilization of technological resources and strategies? 5. Is there a relationship between teachers' acquisition of educational technology and their employment of teleological resources and strategies? To answer these questions and test the study hypotheses, the researcher administered a questionnaire to the study sample of 386 male teachers and 30 I female teachers at public schools and 53 male teachers and 58 female teachers at UNRWA schools. They were all teaching during the second semester of scholastic year 2000/2001. To ensure the validity of the questionJ1aire, the researcher presented it to a jury in the field . the reliability of the study was calculate and it was 0.88. The researcher used the descriptive survey method, the arithmetic means, percentages, frequencies, standard deviations t-test for two in dependent group, and One way ANOVA. to ensure the presence of statistic1lly significant differences, the researcher used Scheffe's test for multiple companions . Findings: After collection an analysis of data, it was found that there was full awareness of the educational teleology concept at the theoretical level. However, there was same misunderstanding of this concept at the application level. Further, it was found that there was a relationship between the clarity of the concept and its effective application on the ground. Also, teachers recognized the importance of using educational technology. In addition, there was a relationship between perception of the educational teleology concept and the importance of using educational teleology in the classroom. The study revealed also the hindrances faci11g the introduction of educational teleology in schools. One of these was the insufficient training of teachers on the use of educational teleology practically. As an integrated strategy,the exploitation of educational teleology by school teachers was still meaL7Te. iv1oreover, educational technology use is still restricted to school broadcasting station, drawing, lecturing and presentation of materials. School Arabic teachers who had less than five years of experience had the desire to employ educational technology in the teaching of Arabic. Pe1tainjng to statistically significant differences, the study revealed the following: no statistically sit,'1lificant differences, at α = 0.05, were found in the degree of school Arabic teacher's acquisition of the educational technology concept which may be attributed to sex variable; recommends introduction of educational technology in schools. finally, the researcher recommends conducting an empirical study on control and experimental groups to find out t!:e importance of using educational technology in schools.