The Advancement of Education System through Mobile Technology

Functionality in the Kingdom of Jordan

Chapter 01

Introduction

1.1.Background to the Proposed Problem

At present there is clear understanding around the world about the contribution of

information and communication technology in the field of education (Lai Mei & Soon Fook,

2010). Previous research has proven the importance of information and communication

technology in learning and teaching processes. The infiltration of information and

communication technology in almost all areas of daily life, including education, is a highlight

of the modern society. In this regard new and innovative technologies are, therefore, being

referred to as the means for developing and enhancing learning and teaching techniques (Lai

Mei & Soon Fook, 2010). Prompt improvements in information and communication

technologies with changing attitudes of the students, need educational institutions to

constantly appreciate their tactics to education in corporal as well as in virtual classrooms

(Cobcroft et al., 2006). In the context of empowering students and teachers with the skills of

information and communication technology the notion of electronic technology holds another

significant feature known as Digital Technology. Digital technology, in this regard, refers to

the electronic technologies that comprise of software and hardware used by students or adults

for educational or other purposes (Wan Ng, 2010).

These mobile technologies consist of mobile devices like computers (laptops or

desktops), mobile phones, smartphones, PDAs, Internet resources, multimedia applications,

and digital recording devices, like cameras (Wan Ng, 2010). According to Herrington et al.

(2008), the use of these mobile technologies has grown among students in universities.

The proposed study delineates through its finding the usage of these mobile

technologies in the education system of Jordan. The proposed research tends to the question

of how the use of mobile technologies can help in advancing the Jordanian education system.

The proposed project would investigate the attitudes of teachers and students and their

response towards the use of mobile technologies for educational purposes. The proposed

study also tends to describe the effect of the use of mobile technologies on the development

of the Jordanian education system.

Despite consumption of modern mobile technologies, the Jordanian educational

sphere still lags behind in using these technologies. The proposed study would bring about

the reasons behind this backwardness and explain how the educational system in Jordan can

be improved with the usage of the mobile technologies. The proposed study would also look

under the facts as how the government, as well as the private sector, including

telecommunication companies, can help in improving the Jordanian educational system

through the usage of mobile technologies.

1.2. Research Statement:

Learning with mobile technologies has become common in the teaching and learning

procedures nowadays. Digital technology embraces the notion of mobile technology which

includes mobile devices like mobile phones, computers, hardware and software, and

multimedia applications. The proposed study aims to focus on the current educational

scenario in Jordan investigating to assess how mobile technologies can help in advancing the

Jordanian educational system. Moreover, the proposed study revolves around the attitude of
teachers and students towards the use of mobile technology in the teaching and learning

procedures.

1.3. Research Questions:

1. How can the use of mobile technologies help in developing the educational system in

Jordan?

2. What is the response of students towards using the mobile technologies for learning

purposes?

3. What is the attitude of teachers towards using the mobile technologies for teaching

purposes?

4. What is the effect of the use of mobile technologies on the progress of the Jordanian

education system?

1.4. Research Aim and Objectives:

The aim of the present research is to analyse how the use of mobile technologies can

help in developing the education system in Jordan. In order to achieve this aim, the following

objectives have been embraced by this study to follow:

1. To assess the use of mobile technologies in the development of education system in

Jordan.

2. To analyse the response of students towards the use of mobile technologies for

learning purposes.

3. To examine the attitude of teachers towards using the mobile technologies for

teaching purposes.

4. To evaluate the effects of the use of mobile technologies on the progress of the

Jordanian education system.

1.5. Research Hypotheses:

1. There is a significant relationship between the response of students and the use of the

mobile technologies.

2. There is a significant relationship between the attitude of teachers and the use of the

mobile technologies.

3. There is a significant relationship between the use of the mobile technologies and the

development of the education system.

4. There is a significant relationship between the teaching and learning process and the

development of the education system with the usage of mobile technologies as a

mediating factor.

1.6. Significance of the Proposed Study:

The proposed study primarily analyses the effectiveness of usage of mobile

technologies in the development of the Jordanian educational system, emphasising on the

behaviour of students and teachers towards it. Thus, the study would be helpful for

educational institutions all over – students and teachers and the administration – to be well

aware of the pros and cons involved in the usage of mobile technologies in advancing an

education system. However, the study will play an important part in helping the educational

sector of Jordan, as after analysing the opinions of students and teachers better understanding

regarding the pace of development of the Jordanian educational system through mobile

technologies will emerge. Nevertheless, it would be helpful in future for the Ministry of

Education of Jordan to reconsider their measures in enhancing the development of

information and communication technologies in educational institutions.

Moreover, the study would be an addition in the field of research of modern education

and would inspire future researchers for further research.

1.7. Nature of the Proposed Study:

The proposed study employs the techniques of both qualitative and quantitative

methods of research known as mixed methods technique, implementing the principles of

Positivism. The primary research is based on the qualitative and quantitative techniques

involving the survey and interviews as the research strategies. Two well-developed

questionnaires have been constructed by the researcher for conducting survey and interviews

respectively. These questionnaires would assist the researcher in getting insight of students

and teachers regarding using mobile technologies for educational purposes. This insight of

the respondents would also provide understanding of the effect of usage of mobile

technologies on the development of the Jordanian educational system. Thus, the views of the

participants of the conducted survey and interviews would help in assessing the relationship

between the behaviour of students and teachers and the use of mobile technologies with an

effect on the advancement of the Jordanian education system.

1.8. Structure of the Proposed Study:

The proposed study includes five chapters in all. The first chapter is about the

introduction to the study including mainly the background to the problem, research statement,

aim, objectives, questions, and hypotheses. The second chapter is the critical review of the

literature on the topic, evolution of educational technologies, introduction of information and

communication technologies with an overview of the Jordanian education system, and the use

of mobile technologies. The third chapter describes the research methodology adopted by the

proposed study, including research philosophy, paradigms, approaches, data collection, and

analyses etc. Chapter four revolves around the reporting and recordings of the survey and the

interviews from the respondents analysed and described in detail in correlation with the

findings of the reviewed literature. The last chapter of the proposed study includes the
conclusions, recommendations, limitations of the proposed study and suggestions for future

research.

1.9. Definitions of Terms Used in Proposed Study:

 Education System Theory: According to Stiener (1988), teachers, students, content

and context are the essential parts in an educational system. Their affective

association relates to the interaction between these players in a system.

 SIGGS Theory Model: The SIGGS model is an integration of Set, Information,

diGraph, and General System theories. The SIGGS theory Model explains the

principles and concepts essential in collecting knowledge of the existing educational

system through several modified techniques.

 Digital Technology: Digital technology can be referred to as the means of electronic

technological appliances including the software and hardware used by people from

different sects of life such as students or adults for recreational, educational or

business purposes. Digital technologies embrace mobile or portable devices, like

desktop computers, laptops, mobile phones, internet resources (communication,

information and multimedia), cameras, and such other modern digital devices (Wan

Ng, 2010).

 Mobile Technology: Mobile technology is a part of digital technology and includes

mobile devices that can be used in this study, such as smart phones, Blackberry, iPad,

iPhone, all OS smartphones, notepad, laptop, notebook, and tablets. Most of these

devices are based on operating system platform. These devices come with all kinds of

communication application, such as SMS, chatting apps, and 3G and 4G technology.

 Chapter 02

Literature Review

2.1. Introduction:

Previous research has proven that the modern education system has evolved in many

aspects with the passage of time. Education has been the most ancient institution in the

history of mankind. Its development and evolution have put forward a number of drastic

changes in the history with the use of different tools and techniques that are used in the

process of learning. The present chapter in this context presents a review of the related

literature that supports or rejects the use of technology in modern education. The review of

the literature in this chapter specifically focuses on the education system of the Kingdom of

Jordan with respect to the advancement in mobile technology techniques used in the learning

process. The chapter begins with the basics from the education system and the explanation of

the educational theory from the history. The current chapter includes the elucidation of

modern education system and the use of technology as well. The current chapter ends with an

overview of the Jordanian education system with a special reference to the use of mobile

technology in education.

2.2. Educational System: Definition and theory:

In the words of Bertocchi & Spagat (2001), education rather general education is

defined as the curriculum that has no connection with the application of any profession, yet

teaching a student to acquire basic knowledge, which is useful in learning several

professions.

Maccia & Maccia (1966) presented an educational theory based on the SIGGS Theory

Model. (The SIGGS model is an integration of Set, Information, diGraph and, General
System theories). The SIGGS theory Model is a formulisation of the General Systems Theory

(GST) developed by Bertalanffy (1950) for educational theorising. SIGGS by Maccia &

Maccia (1966) was established on the basis of the principles, concepts, and information from

the GST. This educational theory comprises nearly 200 hypotheses regarding an association

between the attributes of the educational system. The SIGGS theory Model explains the

principles and concepts to get the knowledge of the existing educational system through

several modified techniques. Although it is quiet complicated for a person to understand the

existing educational systems, but if the educational system is understood through the

modified means as given by the SIGGS theory. One can easily get the basic knowledge about

the concept of education. According to the SIGGS theory (Maccia & Maccia, 1966), a

“system” is defined as a set of constituents with at least one affect association with

discriminating statistics. This idea of a system is applied similarly in an educational system

where the teachers, students, content, and context are the basic components. This idea was

later supported by Stiener (1988).

According to Stiener (1988), teachers, students, content, and context are the essential

parts in an educational system. The affect associations relate to the interaction between these

players in a system.

Figure 1: Structure of an Education System (Source: Steiner, 1988, p. 107)

The above figure shows the education system as the shaded area, while the boxes inside the

big shaded box indicate the components in an education system according to Stiener (1988).

From the above illustration and after analysing the definition of Stiener (1988), it can be

assessed that the author proposed a range of essential relationships between these components

of an education system. The impact of each component on the other one is important for the

development and growth of every constituent. Thus, according to Stiener’s traditional

approach to the educational system, there is a significant relationship between the teachers,

students, content, and context so as to have profound impacts on the growth of each other.

Later in 1994, SIGGS theory Model of Maccia & Maccia (1966) was developed and

extended by Theodore W. Frick, who classified the properties of an educational system into

“Basic Structural and Dynamic Properties” (Thompson, 2005, p. 2). Frick (1994) deeply

explained the SIGGS theory in his work. He also tested the 200 hypotheses determined by

Maccia & Maccia (1966) in his study. Frick (1994) admitted that the SIGGS theory is more

widely pertinent and generalizable than it was described in his study. The SIGGS theory,

according to Frick (1994), was related to school systems, which presented only one pattern in

which the education could be structured, prepared, and directed. Frick’s (1994) study

attempted to contract the SIGGS theory to educational systems, neither school systems nor

systems in general.

Frick (1991) thoroughly elaborated the elements that constitute an educational system.

According to the author, education is impossible to be implemented without the presence of a

teacher. A teacher plays a key role in guiding and leading. This guidance, according to Frick

(1991), is exclusive of the direct instructions. For instance, a Montessori teacher makes the

children learn through various curriculum materials within a specific context and so does the

job regardless of direct instructions than in the traditional schools. Furthermore, Frick (1991)

explained that the process of education is also impossible without the content. The element of
content includes the successive subjects that have been or are being taught for ages

consecutively such as Math, Biology, and English, etc. It is not merely these subjects that

should be known as the content in education system, but the content is more likely to be

explained as the material on human behaviour, views, ideas, visions, feelings, emotions, and

inspirations. Moreover, the author explained that the procedure of delivering the education is

impossible without the presence of a context for learning and teaching purposes. The

education context, according to Frick (1991), is wider than the school systems. For instance,

education gained or learned in the context of home is not possibly be all good. In addition,

the author elaborated that the education takes place in the atmosphere that comprises the

culture surrounding it. Environments surrounding the education system can be both healthy

and grim that can affect the learning atmosphere of the students. Thus, furthermore, Frick

(1991) in his study demonstrated the essential six core relationships in an educational system

after analysing the four components in an educational system:

1. Relationship between teacher and student

2. Relationship between student and content

3. Relationship between teacher and content

4. Relationship between student and context

5. Relationship between teacher and context

6. Relationship between content and context

The seventh complimentary relationship described by Frick (1991) is the relationship

between the educational system and the environment. Hence, these are the seven fundamental

kinds of relationships, which represent the basic concepts of educational theory. These

relationships could lead to educational restructuring. The author at this point, speaking of the

atmosphere that affects the educational system, mentioned the restructuring and bringing
about change in the educational system. The following subsection elaborates the explanation

about the change in the educational system in detail.

2.3. Change in an Education System:

According to Frick (1991), there are a number of ways through which change can be

brought about in the educational system and it could be reconstructed. It is mainly the

teachers who should be leading the way in bringing about change in the educational system.

Frick (1994) later extended the SIGGS theory by using the theory for understanding

the systemic change in education. He elaborated that if a change rather a systemic change is

required in an education system, then the process of bringing the change should be guided by

an adequate theory for educational systems change or else it would result in a chaotic

situation. This disorganisation can reflect on the lives and progress of the students, the

teachers, managers as well as their societies. With the lack of an appropriate theory for

educational change, the restructuring of the education system would continue under

experimental conditions. The process of bringing about change often reveals the disbelief and

resistance of the academicians. However, the entire procedure of changing the educational

systems can involve blunders committed as a result, which can cause disastrous situations to

happen (Frick, 1994).

According to Frick, Thompson & Koh (2006), it is a common desire to bring a change

in education system. A number of researchers argued that a systemic change must be brought

about in the realm of education. A series of haphazard attempts have been made to change

the education system so far, which have worked well to some extent. The education system,

according to the authors, should be more effective, satisfying, and efficient than it is at

present. Educators so far have claimed that they have seen some changes in the education

system like management, construction, and even some of the systemic changes as well. Yet,
they claim that these have not made any drastic changes as yet. The academicians wish to see

bigger modifications that are exclusive of any doubts. Such thought in the minds of the

educators has occurred because of their encounter with certain changes that failed to

continue. In this context, several researchers, according to Frick, Thompson & Koh (2006),

have stressed on the procedure of bringing change in the education system. To the authors,

the consequences that a change brings about are equally important as well. Both the

procedure and the consequences are corresponding. Having the knowledge about the

systemic change is not an easy task. The academicians for this require newer outlines for

thinking. For this reason, Frick, Thompson & Koh (2006) suggested that modern technology

would be helpful for the educators to build innovative educational systems in future. In this

regard, the introduction of modern technology possesses an important place to make the

students and the teachers well aware of the new educational systems. The introduction of

technology in the education system can serve as a drastic change that has ever happened.

2.4. Introduction of technology in the educational system:

In the words of Wan Ng (2010), at present we exist in an age where science and

technology have taken their place. Scientifically, literate people in the present era are

comparatively more efficient and possess more knowledge regarding science that empowers

them to think both ways in an issue so as to make sensible and effective decisions regarding

science as well as other matters influencing their lives. As in the present education scenario,

science is the primary learning area for the students globally, it is necessary to make the

students have the knowledge about science and technology. This scientific literacy developed

from an early age or in general levels of education among the students could further help

them in competing in a society where science and technology are necessarily practiced in the

daily lives. Wan Ng (2010) further asserted that, for preparing students for the 21st century,

training them with scientific and technological knowledge are not distinct educational
procedures. Wan Ng (2010) stated that “A multiple literacies pedagogy focuses on

multimodal ways of conveying understanding and digital technology offers multimodality that

enables students to learn as well as demonstrate understanding in science”. (p. 12)

2.5. Educational Technology:

The existence of technology in the educational field possesses high priority

(Luppicini, 2005). Since the last four decades, the field of educational technology has

suffered a lot and is still struggling in terms of determining its absolute definition. This is

because of the position of this field as applied social science and the lack of determining its

trustworthiness. Previously, scholars argued that the field of educational technology, for its

survival and growth, is highly required to obtain the reliability with skilled academicians. It

was also suggested by the scholars that defining the field of educational technology is not

more important than to elaborate the dialogue among the persons of this field (Finn, 1972;

Ely, 1970). Scholars and practitioners of educational technology have contributed to this field

since the last 40 years as they believe that defining the field of educational technology is

facing challenges due to several causes. Firstly, defining the educational technology is more

complicated than any other social science because of the absence of a specific basis.

Secondly, a disagreement is created by defining the field of educational technology between

the state-of-the art technology and the terminology of technology (Luppicini, 2005). Thus

according to Luppicini (2005), educational technology is an applied social science discipline

that has developed from a range of sources that have been recognised by the related literature.

The educational researchers have been challenged for more than last 20 years while

ascertaining the importance of technology in schools (Baylor & Ritchie, 2002). This is

because of the changing emphasis of technology in the students’ learning. Frequent changes

in the field of technology can also hinder the related research. Recent research and scholarly
works in the past few years have proven how the educational technology has evolved within

the educational institutions, mostly the schools.

Education has experienced drastic changes in technology at a number of occasions

(Frick, 1991). Its primary evidences can be assorted from the means of communications in

the prehistoric times used by the mankind even before when there were no spoken languages.

Educational technology has been changing its faces since the ancient ages. When there were

no languages spoken, people used to educate their children through gestures, figures, or

drawings. Through these mute methods the early men made their off-springs realise the

difference between virtue and vice. This was the first mean of communication and a

development in technology. After this mute age, without the presence of any language, there

came another breakthrough in the means of communication from the side of technology and

this was the invention of a spoken language. Having an understanding regarding the spoken

language helped the people in educating their young ones and this was mostly done through

telling stories. After this, occurred the other technological breakthrough i.e. written language.

Certain symbols, drawings, and paintings took the place in educating the children. These

evolutions in the development of educational technology prove that writing and reading have

always been playing a major role in educating the students. For instance, the students used to

learn by reading the symbols and signs depicted by the paintings and drawings.

Figure 2: Literacy Development in Relation to Technologies

Source: Bruce, 1997, p. 305

Later the inventions of paper and pencil or pen were also the significant educational

technological developments in the history of education. In this way, once again the

technology developed the means of communication and the information could be passed on

more quickly than before. Not much long ago was invented the printing press, which was

another breakthrough in the field of educational technology. Information was being

transformed in the form of text books to the students. Then, electricity was invented which

was the drastic change in educational technology. The invention of electricity actually altered

the entire scenario regarding acquiring knowledge, or in other words in the processes of

learning as well as teaching. The inventions of radio, television, and then computers brought

about the transference of information, communication, and technology all in a go (Frick,

1991).

In the words of Bruce (2004), educationists from the primary and secondary schools,

around the world, have been busy in establishing educational policies in order to develop

opportunities for the students to learn in a better environment with advanced techniques. This

could empower the learners to get benefited from the use of information and technology

which is accessible by them. For example, undergraduate students in Australia keep notes

from their experience to learn from and then to search on the web. These students make

websites that need access, synthesis, and assessment (Edwards, 2000). Another example is

from the postgraduate students of research in Ghana. These students learn in the libraries and

review the studies by critically analysing them with the help of electronic databases through

internet services (Entsua-Mensah, 2001). These examples discovered an array of different

methods regarding the use of technology in the field of education that can occur at various

stages during the learning process (Bruce, 2004).

2.6. Modification of education through technology:

Technology, at present, has a massive contribution and plays an essential part in the

process of learning as well as teaching. This contribution is also often underestimated and has

been kept unappreciated as yet. The part of technology is usually delineated by the teachers

as an adequate usage for assisting the education process or as something that is accessible to

the students who are willing to use it. Through all these points, technology has a

complementary role to other customary modes of learning such as library, practicals,

laboratories, and textbooks, etc. (Rizek & Choueiri, 2007).

According to the European Commission (2000), transformational information and

communication technology as well as the use of computers have penetrated into the societies.

Information and communication technology have now become an assimilated part in the

workplaces, houses, and educational institutions. This scenario has modified the living style,

the working ways, leisure, learning, and means of transferring knowledge (Vintere &

Malinovska, 2009).

However, the educational institutions are somehow affected by what happens in the

surroundings, particularly by the occurrences within the society (Hargreaves, 1995). Yet,

several modifications in the workplaces, statistics of the students as well as in the economic

developments are having an intense effect on the global educational sector to apply the

contemporary changes accordingly. The major trend in this rapid alteration is regarding

accessing the information rather than memorising it. At present, the rapidly increasing

number of students, globally, includes the ones who do part-time jobs. However, this increase

in the ratio of working students is disabling the educational institutions to meet their distinct

requirements (Vintere & Malinovska, 2009). According to Vintere & Malinovska (2009),

accessing the internet enables the students to acquire information and knowledge virtually in
the form of taking online courses. Yet, the academicians should be aware of their contribution

in “social change” (p. 127) as well as they should validate to themselves the part that they

perform. The education sector is facing an array of changes around the world regarding the

change in school programs, methods, and standards of teaching and technical assistance.

These changes are being made in accordance to the modifications in the technology to ensure

the appropriate use of information and communication technology.

The recent spread of information and communication technology includes the use of

computers, cell phones, and the internet. The use of these means of information and

communication technology has spread out so far and fast that it has transformed almost

everything in the world (Bakia, Mitchelle & Yang, 2007). The report mentioned that the

changing scenario of the world, that is, moving towards technological measures would affect

the lives of the children in future as they need to have more demanding academic abilities

until they reach their adolescence. Therefore, in this regard, according to the report issued by

the US Department of Education (Bakia, Mitchelle & Yang, 2007), several education experts

(Kozma, 2005; Bransford, Brown, & Cooking, 1999; Murnane & Levy, 1996; Bailey &

Berryman, 1992; Partnership for 21st Century Skills, n.d.) suggested that the teaching and

learning techniques in the education institutions should be revised so as to prepare the

students for a technological future. The educational technologies used and applied

appropriately can improve the learning standards of the students in the educational

institutions as well as their conceptual understanding (Bakia, Mitchelle & Yang, 2007).

It is indeed worthy to be noted here that how the trends in information and

communication technology would influence the educational techniques of teaching and

learning (Lemke, 1994 as cited in Lemke, 1998). According to Lemke (1998), there are two

models for learning and teaching challenging the present global educational community.

These are the curricular learning model and the interactive learning model.
 The curriculum learning model is prominently used in schools and universities. In this

model, the syllabus and learning arrangements, such as courses outlines, are set by the

management or administration or the committee. The students have a fixed schedule to follow

accordingly. This model is linked to the factory-based mass production and industrial

capitalism. The curriculum learning model was developed during the industrial capitalism era

similar to their authoritarian style, strictness, and top to down planning. According to Lemke

(1998), this model is highly resented by the students as its outcome offers a slight utility in

the non-academic domain.

On the other hand the interactive learning model is prominently used in the libraries

and research centres. This model depends on the personal participation of the students in the

educational activities such as research and other assignments. Libraries and research centres

can provide the students an atmosphere suitable to them as per their requirements, where they

can consult to literature and obtain the educational expertise of the knowledgeable personnel.

According to Lemke (1998), this model has been developed by the individuals who created

the internet facilities as well as the cyberspace. This model determines the access to

information rather than infliction of education. Hence, this was later supported by Vintere &

Malinovska (2009) and has been discussed above. Lemke (1998) asserted that the outcomes

of this model are usually helpful to the students as they find it satisfactory and thus is useful

for scholarships. Scholars, such as Leask, (2001) and Mclean, Boling & Rowsell (2009),

supported these paradigms and stated that moving from the traditional curricular learning

model towards the interactive learning model is an intellectual decision as it would enable the

students to compete in the present age of technology.

On the contrary, Kellner & Share (2005) criticised the use of technology in

educational institutions taking place of the traditional learning methods. The authors asserted

that despite the use of technology in the present era, the significance of the text books and
printed assets is still there. They resisted the explanations regarding the end of the books and

print literacy era. They argued that although it is the age of technology, yet the books and

reading texts maintain their supremacy in the literary world. Instead, the use of the traditional

print literacy is gaining momentum in this age of information and communication

technology, as students need to critically review and go through a huge amount of literature

containing information. This is urging a new sense of stressing upon the reading and writing

skills. In this age of technology to the fields of reading, writing, and print learning, the

academicians should establish strong systems of media, computer, and multimedia learning,

hence a multiple range of education. However, multimedia and computer learning require

unique abilities and if education is associated to the difficulties of the existing life style, then

the educators must bring about changes in the concept of learning and should reform newer

syllabi and teachings (Kellner & Share, 2005).

However, according to Bruce (1997), the term technology in the educational field is

confusing the educators that if it would be able to enhance the abilities of the students or take

the habits of reading and writing away from the reach of the students. Philosophers argued

whether the invasion of technology in education has caused abandonment of books. There

had been a time when people feared the abolishment of the last bid of humanity by the hands

of technology as it would take its place in the society (Ellul, 1980). They felt that technology

would be harmful for the society as well as for the education sector. However, on the

contrary, some of the researchers also supported the use of technology and held that

technology can prove to be offering brilliant techniques for teaching and learning processes

that can help in enhancing the education methods (Schutte, 1996; Garner & Gillingham,

1996; Bruce & Sharples, 1995). Also these scholars asserted that the initiation of electronic

communication inside the classrooms can prove to be advantageous for the use of technology
in teaching and learning procedures. However, Bruce (1997) depicted a separation between

the two realms of learning and technology.

Figure 3: Literacy and Technology in Separate Realms

Source: Bruce, 1997, p. 292

According to Bruce (1997), literacy and technology are two different domains, yet

they are correlated to each other. The author asserted literacy as a sociotechnical practice,

which includes the study of social practices related to a specific range of technologies.

However, the domain of technology is a subsection of literacy, yet not opposing, replacing, or

improving it.

2.7. Mobile Technologies and Learning:

In the context of the above discussion regarding the use of technology in education,

digital technology can also be included in the explanation as it plays a key role. Digital

technology can be referred to as the means of electronic technological appliances including

the software and hardware used by people from different sects of life, such as students, and

adults, for recreational, educational, or business purposes. The digital technologies embrace

mobile or portable devices like desktop computers, laptops, mobile phones, internet resources

(communication, information, and multimedia), cameras, and other such modern digital

devices (Wan Ng, 2010). The growing use of low-cost mobile devices indicates both
opportunities as well as challenges for teachers and learners as well as the educational

institutions (Cobcroft et al., 2006). Cobcroft et al., (2006) provided the term of mobile

learning in the context of the changing aspects of teaching and learning due to the

development in the information and communication technology applied within the

educational institutions. The authors held that the mobile learning empowers the learners to

indulge in collective, innovative, communicative, and critical activities. They argued for the

establishment of a complete mobile learning infrastructure including portable and cordless

devices influencing to improve the potentials of the learners. However, the easy access to

mobile devices that can also be hand-carried encourages their implementations as they can

also prove to be advantageous in the syllabus of students. The usage of information and

communication technology brought about a range of changes in the learning and teaching

procedures. The growing accessibility of the technology is essential, but is not enough for

efficient learning atmospheres. Wagner (2005) proposed that the accessibility of technology

forms the basis for mobile learning environment in educational institutions. Such situations

can transform into a number of drastic changes in the field of teaching and learning. In this

context, Attewell (2005) presented a wide range of categories for the availability of

technology considering media technologies, delivery, development languages, and transport.

 Figure 4: Technology Selection (Attewell, 2005, p. 3)

Cobcroft et al., (2006) claimed that mobile learning, however, provides remedies for

customary issues regarding the transfer of information. According to Attewell (2005), mobile

devices can aid in enhancing numeracy skills. These devices endeavour to stimulate

individual and collective learning experiences, and find places where the learners can feel

comfortable in finding help. The mobile devices also involve unwilling learners, encourage

them to stay concentrated for a long time, and stimulate confidence and self-pride (Attewell,

2005). Cobcroft et al., (2006) suggested that the educators should draft out outlines for the

appropriate use of mobile technologies that is relevant to educational factors having an

impact on the effective use of mobile technologies. Latest and creative techniques should be

introduced in accordance with the atmosphere, where they can be easily operated, which

would have an impact on changing the present practices and values. The authors asserted that

if the mobile technologies are applied appropriately, they can promote social reconstructive

tactics of learning. In this regard, Bryant (2006) held that the usage of the mobile

technologies can open more ways of discussion for the students beyond the classrooms as

well as to team up and converse within their class or worldwide. However, as a result,

according to Cobcroft et al., (2006), the appropriate use of mobile technologies will enable
the students to run into a ‘user-led’ learning process, where they can create their own learning

substances by conversing and working together with the experts in and outside the

classrooms.

According to Naismith et al., (2006), previous research provided the use of mobile

technology merely in some of the particular areas of the curriculum. However, the authors

claimed that their review of the literature discovered the 6 broad theory-based categories that

indicate the application of mobile technology in a number of curriculum areas in the learning

process.

1. Behaviourist:

This paradigm includes the practices that encourage learning as a transformation in

the apparent movements of the learners. Relating it to the educational mobile technologies

learning process that is assisted by the computers represents the emergence of a problem that

is stimulated by a response, such as in mobile learning classroom discussions, quizzes; also

the responding process through text messages on cell phones(Thornton & Houser, 2004).

2. Constructivist:

This paradigm includes the practices in which the learners use their brains to construct

new thoughts and conceptions, which depend on their past and present set of information. In

such scenario where the learners build new ideas, mobile technologies help them in several

ways by providing an access to the learners to active and constructive tools. This category

involves participation and simulations, such as Virus Game (Collella, 2000 as cited in

Naismith et al., 2006, p. 3).

 3. Situated:

This paradigm includes the practices that encourage a learning environment with a

reliable setting. Mobile devices are particularly most appropriate for such kind of learning

applications (context-aware) as these devices work best in different contexts and thus can

help in improving the learning practices. For instance, in galleries and museums the mobile

technologies applications provide additional information regarding the displays, which

depends upon the location of the visitor. Ambient Wood (Rogers et al., 2002), MOBIlearn

(Lonsdale et al., 2004), and multimedia tours at the Tate Modern (Proctor & Burton, 2003)

(as cited in Naismith et al., 2006, p.3) are the examples of the situated learning mobile

technologies.

4. Collaborative:

According to Naismith et al., (2006), this paradigm involves learning practices that

encourage education via social communication. The collaborative theory of learning has been

explained previously in various scholarly works and is not new to the common knowledge.

However, Naismith et al., (2006) related their set of understanding to the previous studies and

developed a collaborative theory that is based on social activities and communication using

mobile technology in learning process. This includes mobile devices like computers that

support human coordination without a face-to-face conversation, which refers to online

discussion boards.

5. Lifelong and Informal:

According to Naismith et al., (2006), this category involves the learning practices that

encourage education away from a strict and formal learning atmosphere following hard-and-

fast schedules. It includes obtaining knowledge from other sources, such as TV and
newspaper, discussions, noticing the surroundings, and experiencing accidents or worse

situations. This kind of learning takes it outside the classroom and stresses on the use of the

mobile technologies. For instance, according to Woos et al., (2003) (as cited in Naismith et

al., 2006, p.4), the breast cancer patients are empowered with the access of reliable

information regarding their condition in order to connect with other patients so as to follow

the problems that are related to them.

6. Teaching and Learning Support:

The process of learning involves a close link between the learner and the resources. In

the case of using mobile technologies, mobile devices can be proved to be helpful for the

teachers for marking the attendance, computing the marks of the students, going through the

school information, and arranging their plans order wise. Mobile devices can be useful in

higher education as they provide to the students the course outlines and materials with

deadlines for submitting the assignments, and also the examination or classes’ schedules. For

instance, mobile organisers for learners have been developed and tested by the University of

Birmingham as well as the applications of mobile cell phones technologies.

Thus, according to Naismith et al., (2006), a mixed technique for learning with

mobile technologies is essentially required by the appealing activities, which extends several

practices and theories.

2.8. An overview of the Mobile Technologies in Jordan Education System:

According to Abbad, Morris & Nahlik (2009), a majority of research has been done

on the use of technology in the developed countries. However, little attention is being paid

towards the developing countries that have a vast field ahead of information and

communication technology to explore. Not much of the information on the use of mobile
technologies in Jordan has been published as yet (Alomari, 2009). However, only an attempt

has been made to somehow provide a comprehensive array of information on this subject.

Jordan is a developing country, which is situated in the core of the Middle Eastern

region. A fast-paced educational movement reforms are currently occurring in the country.

These educational reforms include development of the curricula, educating the teachers, most

importantly the usage of information and communication technology, and the improvement

of the learning and teaching methods through the implication of the modern technologies

within the educational sector (Abu-Hola & Atif Bin Tareef, 2009). According to the authors,

the major challenge ahead of the educational sector of Jordan regarding facing the worldwide

modifications refers to the integration of several maintenance values in various educational

practices. Students constitute more than 35% of the total Jordanian population, who can

suffer from any direct global changes. Ihmeideh (2010) explained that in 1987, the MoE

(Ministry of Education) organised the First National Conference on Educational

Development to improve the education system in Jordan of which was also the enhancement

of the application of technology in the school curricula. Soon the educational system in

Jordan implied the practice of educational technology for instance the libraries, television

programs, overhead projectors, computer technology, and such other means.

Abbad, Morris & Nahlik (2009) claimed that the Arab Open University in 2002 was

the first Jordanian university to adopt the electronic learning procedures nationwide. The

university has been affiliated with the UK Open University and has set out a Moodle-Based

electronic learning system for delivering courses and providing assistance to the students. At

present learning through technology is in its basic stages in Jordan. The expectations of the

students in learning through electronic or mobile technology did not include communication

capabilities (Abbad, Morris & Nahlik, 2009).

 Tawalbeh (2001) presented a complete set of information about the developments of

IT in the field of education in Jordan. He asserted that previously the education council of the

Jordanian government had decided in 1983 that the subject of computer science was to be

taught in the schools, but only on temporary basis and to the secondary classes. The subject

was kept optional and was taught once or twice a week. In 1984, IT was introduced to the

students of tenth grade as an experimental subject in just two schools. Later in 1987 it spread

out to 30 schools. The computer courses were being taught by mathematicians and computer

graduate teachers. In 1987, the Jordanian Ministry of Education in collaboration with the

British government set out to introduce IT education in schools properly. A team was

formulated for this purpose as a result of which a curriculum was developed for computer

studies to be installed in 70 schools. The next year in 1988, the Directorate of Educational

Computing (DEC) was developed in Jordanian education sector. Most of the trainers,

designers, programmers, and developers in this programme were skilled professionals from

UK. Schools were adding up to the introduction of computer literacy programme and by 1997

there were approximately 709 schools installed with 7930 computers. According to Tawalbeh

(2001), every school in Jordan has a separate IT lab installed with computers and printers and

the IT course has been determined as compulsory till the 10th grade.

According to Al-Zaidiyeen, Lai Mei & Soon Fook (2010), during the last three

decades, the Jordanian government has spent a tremendous amount of money on the

development of information and communication technology within the educational sector in

order to improve the quality of education in Jordan. The authors asserted that majority of the

Jordanian schools are being provided with the required infrastructure for information and

communication technology. As well as the Jordanian universities are accomplishing

technological benefits simultaneously by offering online courses that is linked to the

application of the information and communication technology in the teaching and learning
procedures. Such modern educational scenario indicates Jordan as one of the top educational

systems in the Middle Eastern region (Al-Zaidiyeen et al., 2010).

There are a number of information and communication technology tools that are

commonly used in educational technology. These include tools such as radio, TV, libraries.

laboratories, computers, multimedia, internet, handheld devices, software, and course

management systems. According to Qablan, Abuloum & Al-Ruz (2009), most of the

Jordanian educational institutions lack the availability of these information and

communication technology tools in the classrooms. The study of Qablan, Abuloum & Al-Ruz

(2009) determined that some of the parents and teachers in the Jordanian educational sector

had refused to accept the use of information and communication technology tools or rather

limiting their use to the lower grades instead of spreading out to the higher ones in order to

maintain the position of the school in the national board examination. However, others

refused the use of the information and communication technology tools in schools instead of

sticking to the traditional methods of teaching and learning due to the scarcity of computer

equipment or the clashed classes’ timetables.

One of the tools of the information and communication technology is the Course

Management System (CMS), which is an instructional software tool that has been used in the

higher educational institutions of Jordan for a decade (Al-Shboul, 2011). It is internet based

software that is used to manage the enrolment of the students, tracking the records of the

students as well as electronically creating and distributing courses outlines and materials to

the students. However, the authors confirmed that the Jordanian education system possesses

the same academic environment as internationally observed therefore; the CMS tool is being

used in the higher academies of Jordan as well. The study concluded that the pace of using

CMS tools in the Jordanian educational institutions is a bit higher than the other tools because

the personnel are being rewarded with different surpluses and income awards by the
administrations on using these tools. Also because of the support of the institution,

appropriate training, and institutional incentives the trend of using the CMS tools in higher

educational institutions is gaining momentum (Qablan, Abaloum & Al-Ruz, 2009).

On the contrary, although educational reforms have been made by the MoE in Jordan

regarding the educational technology, but majority of the preschools systems are deprived of

the use of technology (Ihmeideh, 2010). Ihmeideh (2010) explained a number of reasons for

an ineffective use of technology in the Jordanian preschool systems. According to a report by

UNICEF (2000), the Jordanian preschools are facing a lack of funds to purchase the mobile

devices and equipment such as desktop computers as well as to buy any software or

hardware. Secondly, there is a lack of a proper technological framework to be installed in the

schools, and thirdly, there is a deficiency of the computer literate teachers. The author noticed

in the Jordanian preschools while conducting his research that if there were some computers

kept in the schools, they were not appropriately installed. The teachers were unaware of the

blessings of such modern technology kept in shades and rather used these devices for games

and recreational activities. However, Ihmeideh (2010) asserted that this kind of situation in

the Jordanian preschool system indicated that the teachers did not believe in the importance

of the mobile technology in educating the students from a young age.

The study conducted by Al-Zaidiyeen et al., (2010) determined that the applications

of the information and communication technology are yet rarely being used by the educators

for learning procedures. Their study indicated that a very low level of the Jordanian teachers

in the rural areas tend to use mobile technologies for learning purposes. Majority of the rural

teachers were likely to use CD-Rom, Internet, word process, and presentations. In fact,

applications like games and simulations, spreadsheet program, email services, and authoring

were a rarity. Therefore, the study concluded that the negative attitude of the Jordanian
teachers towards the use of the information and communication technologies for educational

purposes affects their contribution to the utilisation of the technologies.

While, on the other hand, another study by Abu Samak (2006) revealed that the

Jordanian teachers possess an affirmative attitude towards the use of the information and

communication technology. The study quoted specifically the Jordanian English teachers

who had taught English as a foreign language. Abu Samak (2006) held that these teachers are

competent in having an adequate computer sense and possess a high access to the

technological applications. A comparison in the study by Abu Samak (2006) between Jordan

and Syria revealed that the Jordanian teachers are more competent in using the information

and communication technologies than the Syrian English teachers.

According to Alomari (2009), a report by the MoE, Jordan (2005) revealed that an

open electronic learning source was installed by the Jordanian Integrated Technology Group

(ITG) in 2004. The program was installed in some of the experimental schools in Jordan.

These schools were redeveloped with newer software, hardware, school management

systems, connectivity, and technical support for instance computer labs, networking

comprising of WAN, LAN as well as wireless internet connections in order to enable the

teachers to have a freedom in moving between the classes and accessing the technological

learning platforms. (Alomari, 2009, p. 4). Teachers had been allotted mobile devices like

laptops and projectors to exercise innovative learning methods that depend on the application

of the information and communication technology tools. These mobile technology devices or

tools significantly link the students and the teachers through the usage of web based content.

The author held that the electronic learning platform is a new comprehensive learning system

including Learning Management system (LMS), Content Management System (CMS),

Instructional management System (IMS,) and a Student Information/Management System

(SIS)/ (SMS) (p.4). According to the report by MoE (2005), these features were combined to
form a remedy enabling the corresponding learning fundamentals to operate in order to

virtually link the students with the teachers to work together at every step of the teaching and

learning procedure.
 Chapter 03

Methodology

3.1. Introduction:

The question of utilisation of modern technology and electronic learning is of high

significance within educational institutions. In a broader sense, electronic learning refers to

obtaining knowledge through electronic means. While in a contracted sense it refers to

obtaining knowledge through the applications of digital technology. When the definition of

electronic learning is simplified it refers to the acquirement of Web-based or Internet-enabled

information (Abbad & Nahlik, 2009). However, mobile technology is related to the same

field of digital technology including mobile devices, like phones, computers and media

devices (Naismith et al., 2006). These technologies are also being used for learning purposes

within the educational institutions to enhance teaching and learning procedures (Cobcroft et

al., 2006). However, in the case of Jordan, which is the focus of this study, several mobile

technology techniques are already being applied by the Ministry of Education to the

educational institutions (Alamora, 2009).

The objective of the present study is to investigate how mobile technology can help

advance the education system in Jordan. This chapter describes the details about the

methodology to be used by this study in order to fulfil the objectives of the proposed study. In

the words of Saunders, Lewis & Thornhill (2009), “Methodology refers to the theory of how

research should be undertaken, including the theoretical and philosophical assumption upon

which research is based and the implications of these for the method or methods adopted.”

(p. 20). The chapter thus attempts to concentrate on the important features required to design
the methodology of the research. These features include research philosophy, paradigm,

approach, methods and strategies.

3.2. Research Philosophy:

A research study depends on philosophical assumptions, in an indirect manner or an

obvious one resembling a human act (Amaratunga & Baldry, 2001). The two most commonly

used research philosophies are Positivism and Phenomenology. Phenomenology covers the

philosophical context of the qualitative research while Positivism concentrates on the means

provided by quantitative research (Amaratunga, Baldry, Sarshar & Newton, 2002).

The present study has selected the Positivist philosophy because, according to Smith

(1998) (as cited by Crossan, n.d.), the Positivist approach assumes that things can be

evaluated as solid facts and the relationship between facts can be identified as scientific laws.

According to Alavi and Carlson (1992) the basic perception behind the idea of Positivism is

that it is not a design of the human mind because it accepts that an independent truth occurs

being free of any human conduct.

The current research focuses on the effect of the use of mobile technology in

education in Jordan. The objective of the study therefore calls for the Positivist investigation

approach in order to generate generalizable results extracted from the analysis of the attitudes

of teachers and students towards using mobile technology. The proposed study, therefore,

selected the most suitable research philosophy as Positivism to achieve the aim of the study.

3.3. Research Paradigm:

The two most commonly used research paradigms are known as Induction and

Deduction. In the words of Bernard (2011), Induction focuses on the designs from

observation and developing explanation or theories for those designs through qualitative
discussions. However, the Deductive approach begins with theories drawn out from

observation, then hypotheses drawn extracted from theories towards theories rejecting or

approving the hypotheses (Bernard, 2011).

The proposed study has selected the combination of both paradigms to bring out

reliable results to conclude the study with valid inferences. Since the proposed study requires

investigation of the use of mobile technology in the Jordanian education system, hypotheses

would be tested through observations.

3.4. Research Method:

There are two research methods that are most commonly used for Education research.

These are known as the quantitative and the qualitative research methods. Several scholar,s

such as Myers (1997); Huberman & Miles (1994); Ormord & Leedy (2001); Hussey and

Hussey (1997); Saunders et al., (2003); Amaratunga et al., (2003); Darke et al., (1998) &

Cavaye (1996), etc. argued about the selection of research methods or the combination of

both methods depending on the background of the primary research. This third type of

research method, which is the mixed method approach, was well defined by Creswell (2003)

and later seconded by other scholars. He held that this method increases the standard of the

research which can draw out better results.

The proposed study tends to focus on the application of the mixed method approach

since the study has also applied the combination of both the research paradigms. Thus, it

would be suitable to apply the mixed method approach to this study to extract useful and

adequate conclusions where to improve the standard of the research.

3.5. Data Collection:

 The proposed study is based on the collection of primary data, also known as

empirical research, which includes surveys and interviews. Data collection for the proposed

study depends on the conduction of survey and interviews. The research questions of the

study have been employed in the survey and the interviews, focusing on the attitudes of

teachers and students towards the use of mobile technology in Jordanian education.

3.6. Research Strategy:

Since the proposed study is a mixed method research, survey and interviews are the

chosen research strategies. The survey strategy would help the researcher to acquire the data

from the students of different schools, high schools, and universities in Jordan. In this way

the researcher would be able to gather the views of students, which would develop clear

insight about their attitudes towards using mobile technology. However, the interviews would

help the researcher in finding out the opinions of the teachers from schools and universities.

The interviews would also provide information about the attitude of the teachers towards

using mobile technology for educational purposes.

3.7. Research Instrument:

In order to investigate the replies to the research questions and objectives effectively

two research instruments were developed by the researcher. These include well-constructed

questionnaires which would be used for survey and interviews respectively. The main

objective of these questionnaires is to analyse the behaviours of teachers and students

towards the use of mobile technology for education. Also the questionnaires focused on

scrutinising the effect of usage of mobile technologies on the development of the Jordanian

education system.
 The survey questionnaire includes 15-20 items based on closed-ended question

technique. However, the interview questionnaire would include 5-10 items based on open-

ended question technique. The survey questionnaire would be distributed among the students

of different schools, high school, colleges, and universities in Jordan. While the interview

questionnaires would also be distributed among the teachers of different schools, colleges and

universities in Jordan.

Research
Research Methodology
Methodology

Positivism

Inductivism Deductivism

Qualitative Quantitative

Mixed Methods

Survey Interviews

Data Analysis

Figure 1: Research Design

3.8. Sample:

The total targeted population of the proposed study are students and teachers from

different schools and universities of Jordan (**Specify cities, if possible**). The researcher

would select a convenient sample of …. students and …. teachers. So, the sample size of the

interviewees and the participants of the survey would be …. Random sampling can also be

applied which would also be helpful for the proposed study.

3.9. Data Analysis:

Using the mixed method technique for the proposed research the data has been

analysed according to the strategies of the selected research model. The data gathered from

the survey would be analysed with the help of descriptive statistics using the quantitative

techniques. However, the results gathered from the interviews would be analysed by critical

review/narrative analytical strategies using qualitative techniques.

The quantitative data would be presented with the help of tables, graphs and other

charts to demonstrate the answers of the respondents, while the qualitative data would be

would be analysed narratively. The results gathered from both quantitative and qualitative

techniques would be explained in detail, emphasising on generalizability of these results in a

way that they signify their correlation with the findings of the literature review. The analysed

result would provide insightful information about the effect of the usage of mobile

technology in Jordanian education, the attitudes of teachers and students towards using

mobile technology, and the relationship between the attitudes of teachers and students and the

development of the Jordanian education system with regard to the use of mobile technologies.
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