A Programme Based on Self-Regulated Learning for Developing TAFL Teachers’ Skills of Implementing Technology in Education, and Attitude Towards Technology

Abstract

The present study aimed at designing a programme based on self-regulated learning for developing TAFL teachers’ skills of implementing technology in education, and attitudes towards technology. Two approaches were utilized in the study; a descriptive and a quasi-experimental. The sample consisted of 38 TAFL teachers in the Arabic language institute in the Islamic University at Medina. Results showed the following: - An inventory of the skill of implementing technology in education for TAFL teachers, was developed. It included three main skills and 47 sub skills. - An integrated programme based on self-regulated learning which included four units, was designed. - There are statistically significant mean differences between the scores of the sample in the pre-and the post administration of the performance test, favoring the post administration for the main skills and the subskills. - There are statistically significant mean differences between the scores of the sample in the pre-and the post administration of the scale of attitudes, favoring the post administration for the main dimensions and the sub dimensions. Several recommendations were presented.