Evaluation Of Cader Ict Programme And Cader Ict Support System Management On Teachers Ict Proficiency
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Date
2016-09
Authors
Ahmad Ramadneh, Nayel Musallam
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Abstract
This research evaluated the CADER ICT programme and CADER ICT support system management on teachers ICT proficiency. The researcher investigates the content of CADER ICT programme , CADER ICT support system and science teachers’ ICT proficiency required by the Ministry of Education. The discussion in the study is based on the theoretical framework of social capital theory, human capital theory and the Dunn’s model. These theories and model are appropriate for the study because they allowed the reader to understand how CADER ICT programme and CADER ICT support system management on teachers ICT proficiency were evaluated. A total of 15 respondents were involved in the qualitative study comprised of managers and trainers from CADER and managers and supervisors from Jordan Ministry of Education. For the quantitative study 254 respondents were used, these comprised of science teachers in secondary schools who had diploma and also come from four state of the middle region of Jordan which include Amman, AL-Zarqa, Al-Balqa and Madaba. Thematic analysis was used to analyze the qualitative data which investigate the content of CADER ICT programme , CADER ICT support system and science teachers’ ICT proficiency required by the Ministry of Education. The findings of the qualitative approach were used to develop the quantitative research instrument after validation process by the experts and factor analysis. SPSS version 21 was used to analyze quantitatve data of the study. The descriptive statistics results gave summary of the current status of CADER ICT programme , science teachers’ ICT proficiency and CADER ICT
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support system. Independent sample T-test and one way ANOVA were used to examine whether there is significant difference in opinion on CADER ICT programme , science teachers’ ICT proficiency, CADER ICT support system, based on teaching experience and gender. The results of independent sample T-test showed that there is a significant difference in opinion on CADER ICT programme , between gender, but there is no significant difference in opinion on science teachers’ ICT proficiency between gender. However, the result also shows that there is a significant difference in opinion on science teachers’ ICT proficiency, between gender. Similarly result from regression showed the moderates significant influences of CADER ICT programme on science teachers’ ICT proficiency, CADER ICT support system on science teachers’ ICT proficiency and CADER ICT programme on CADER ICT support system. There is significant influence of CADER ICT programme on science teachers’ ICT proficiency but there is no significant influence of CADER ICT support system on science teachers’ ICT proficiency and no significant influence of CADER ICT programme and CADER ICT support system. Finally, results from the multiple regression analysis revealed that CADER ICT support system act as a moderator on the relationship between CADER ICT programme and science teachers’ ICT proficiency. Since the results of this research study gave summary of the current status of CADER ICT programme , science teachers’ ICT proficiency and CADER ICT support system and also provide a means to predict the relationship between CADER ICT programme and science teachers’ ICT proficiency, Jordan government through legislators and school system personnel can use the result of the study improve the status of CADER ICT programme in order to prioritize the allocation of resources and focus on intervention efforts. Additionally, education specialists, practitioners, and school system personnel will
have a better understanding of the type of training to be given to science teachers in order to improve their proficiency.
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the CADER ICT programme and CADER ICT support system management , on teachers ICT proficiency.