شبكة المعلومات العربية التربوية

The use of technology in education has proven its potential to enhance and extend student learning. However, the actual use of technology in the classroom is still limited. The purpose of the current study is to explore science students’ perceptions about their experience of the actual use of technology in the classroom, their perceptions about the preferred use of technology in the classroom, and the benefits of these technologies for their career. It also examines science students’ perceptions toward digital distractions and other factors that affect the use of technology in learning. This study employed a mixed method approach using questionnaire and semi-structured interviews. The data of the questionnaire was collected from 140 science students, while the data of the interviews was collected from 25 science students. The results of the current study demonstrated that despite technology used in the classroom to enhance the science students learning (such as communication, doing presentations, uploading lectures, and searching for information); technology was not used to stimulate the science students’ creative thinking or deepen their learning. The results of the study also found that there are many factors that affect the science students’ use of technology, which are explained in detail within the study. In order to have a useful use of technology in the classroom, these factors have to be taken into account. (Published abstract)