HOW DOES PROFESSIONAL DEVELOPMENT AFFECT INTERACTIVE WHITEBOARD USE IN PUBLIC AND PRIVATE INTERNATIONAL SCHOOL MATHEMATICS TEACHING IN SAUDI ARABIA?

Abstract

My thesis aims to explore and understand the factors that influence the change that is anticipated after the integration of IWB technology in school-based mathematics education. The gaps that emerged from the literature review shaped my research aims and objectives. To conduct this study, I have chosen the capital of Saudi Arabia, Riyadh. Six public and six private international schools participated in my study. I have conducted semi-structured in-depth interviews with 2 officials from MoE, 25 mathematics teachers and 13 schools’ leaders. Also, I have observed one session in each school of the 12 schools. I have used two theoretical frameworks to analyse my findings. Fullan’s theory of change with merit and Howard’s theory of risk-aversion for the resistance of teachers. My findings suggest that the full integration of IWB technology in mathematics education in Saudi Arabia is still a process in development. The conditions for change as defined by Fullen are often not met, and there was evidence of resistance to change of teachers to the integration of IWB technology in mathematics education. This study also conducted an evidence synthesis to analyse evidence and gaps in knowledge regarding the impact of IWB instruction on mathematical attainment. This study concludes by making recommendations for policy and practice in teaching and learning in respect of integration and optimisation of IWB technology in schools in KSA. The limitations of the study are also explored.