تحديات استخدام الشاشات التفاعلية لتحسين كفاءة الإنفاق في مدارس التعليم العام في منطقة الرياض وسبل التغلب عليها
The study aimed to identify the challenges of using interactive screens to improve spending efficiency in public education schools in the city of Riyadh. The two researchers used the descriptive approach in the study to collect data due to its suitability to the nature of the study. The study concluded that there are a number of challenges, which were classified into challenges in physical equipment, including: the weakness of the Internet and its sudden and continuous interruption in some schools, which affects the quality of the educational process, and a lack of some interactive screen accessories in some schools, which may be due to the provision of accessories and screen equipment. at separate times during the school year, and weak sound on some screens, which affects the course of the lesson (echo - interruption of sound when switching between applications such as YouTube) in addition to challenges in administrative processes, including: poor awareness of school principals about the interactive screens project, its objectives, and the method of its implementation. Weak awareness of parents of the importance of the project and its benefits, which causes their refusal to fill the deficit remotely, and the delay in training on interactive screens and confining it to a specific group in schools (coordinators of interactive screens in schools), which affected the implementation of the project, and the poor quality of the training program provided to supervisors and teachers on interactive screens in addition to the diversity of interactive screens, which requires special training for each type with poor exchange of experiences between female teachers, and finally challenges in technical processes, including: some teachers encounter difficulty in managing and following up on students in schools with a large number of students through the interactive screen. The difficulty of classroom management for two classes in two different schools at the same time, in addition to the difficulty of taking into account individual differences due to the difficulty of determining the level of students and providing effective feedback to them. Many schools use the interactive screen for display only and without benefiting from the interactive programs attached to it, which reduces its usefulness. (Published abstract)