TEACHERS' EXPECTATIONS OF THE IMPACT OF E-LEARNING ON KUWAIT'S PUBLIC EDUCATION SYSTEM

Social Behavior and Personality, 2006 by Aldhafeeri, Fayiz, Almulla, Mohammed, Alraqas, Bandar

DEFINITION OF TERMS

E-learning Several complementary and competing terms, concepts, and definitions are used to describe E-learning. For example, Hodgins and Conner (2000) contend that E-learning is defined as technology-enabled learning, which covers various concepts, including digital collaboration, virtual classrooms, web-based learning, and computer-based learning. Contents in E-learning can be delivered in different ways, such as the Internet, Intranets, Extranets, satellite broadcasts, WebTV, e-books, and CD-ROMs (Chew, 2003). E-learning is any learning experience presented online, whether or not the computer is connected to the Internet. Ultimately, E-learning is not about technology, but about teaching and learning. Abouchedid and Eid (2004) describe E-learning in the Arab world context as a learning process that utilizes technology applications to enable educators to reach diverse audiences and address multiple learning and cultural styles. The authors of this paper perceive E-learning as a system that utilizes information technology and computer networks to provide learning inside and outside the classroom. The nature of E-learning is to make learning an accessible, customized, and continuous process regardless of time and place. Students can access the information they need at a time and place appropriate to them. Educational Grade Span Educational Grade Spans is defined as an educational system of stages. Most international educational systems are divided into three grade spans, elementary, intermediate, and secondary. This study focuses on the Kuwait educational system, (K-12) which is divided into three grade spans, namely: grades 1-5 (elementary stage), 6-9 (intermediate stage), and 10-12 (secondary stage).

STATEMENT OF THE PROBLEM

The field of information technology is growing rapidly in relation to other disciplines, and hence E-learning is developing in the field of education. Parents, teachers, and educational institutions are concerned about the adaptation of E-learning in the schools of Kuwait, and how that might affect learning outcomes. Therefore, the current study points out the problem of identifying those appropriate curriculum standards for the educational system in Kuwait.

THEORETICAL FRAMEWORK

The framework set out in this paper is grounded on the assumption that the use of the Internet in schools introduces some new competencies and leads to a new level of standard that reflects knowledge and skills contained in the curriculum (Bottino, 2004). However, the purpose of this paper is not to constitute a curriculum guide for K-12 in E-learning, but rather to highlight the impact of E-learning on the Kuwait educational system.

However, the implementation of E-learning in K-12 classrooms and schools may not yet be a global instructional practice. In addition, the information currently available about technology is based almost solely on research conducted in both higher education institutions and training. Only a very limited study researched the development of E-learning standards in K-12. The North Central Regional Educational Laboratory (NCREL) points out some E-learning standards (Blomeyer, 2004). One of the standards posed by NCREL is to look at learning that promotes collaboration, involves challenges, provides higher ordered skills, and expands learning opportunities through real-life tasks. Another emerging E-learning standard is redefining digital literacy. It is a great challenge that faces new curriculum developers. New skills and competencies must be presented in schools to promote learning in the digital age. In addition, the Department of Education in the State of Massachusetts recommends pre K-12 instructional technology standards that fall under three broad categories: basic operations and concepts; ethics and safety issues; and research and problem-solving (Massachusetts Department of Education, 2001). Similarly, the NETS project has presented a list of technology foundation standards to be mastered by students in the K-12 (ISTE, 2002). Although these standards have been developed in a different environment, they are helpful to other countries wishing to reexamine their curriculum and develop their own standards that fit their specific environmental conditions. For example, Kuwait and other countries in the Middle East should reconsider the social and ethical aspects of E-learning standards applied in the United States to coincide with their own values and beliefs.