Poor Performance of Teachers in Public Education Schools in Kuwait Using Educational Technology

Ali Mahmoud Buhamad, Budour Misad Almisad, Rabab Alsaffar


Technology has made education more accessible and engaging for learners of all ages. It has facilitated the dissemination of information, allowing students to access a wealth of educational resources at the click of a button. The research problem that led to this study is that public school teachers in Kuwait have been struggling to keep up with the advancements in technology and incorporate it effectively into their instructional practices. This study explains the reason for the poor performance of teachers in general education schools in the Kuwait using educational technology. We interpret an educational field experience, which is the type of research most often used in education. The methods were used for collecting qualitative data in this study were interviews and document analysis. The teachers’ personal interviews were face to face and included written questions. The reason for the poor performance of teachers includes a lack of experience in teaching with technology, limited on-site support, insufficient knowledge of using technology for instructional purposes, and discomfort with integrating educational technologies into effective teaching. In addition, school budgets do not allow for the support of technology activities during the academic year. Teachers rarely have opportunities to use technology in their classrooms. Sometimes teachers use their own money to provide the necessary technology for their students, such as tablets, laptops, or interactive whiteboards. Also, teachers do not feel comfortable doing tasks because they do not believe there are a variety of resources and strategies to help educators enhance their tech-teaching abilities.

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DOI: https://doi.org/10.5296/ijld.v14i1.21653


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