Aspects Influencing Computer-technology Adoption in Secondary- school Physics Instruction in Jordan

Abstract

Abstract: This survey researched the aspects that inspire secondary-school physics teachers to utilize computer technology in instruction and learning in four areas of the Hashemite Kingdom of Jordan. To assess the research question, the survey used a quantitative review research strategy utilizing a survey questionnaire comprising of 25 Likert-type scale inquiries to determine physics teachers' perspectives toward utilizing computer technology in physics lesson preparation and delivery techniques. In opposition to what might be anticipated, the results encountered several factors that were not indicators of statistical significance of physics teachers' employment of computer technology in instructing physics: gender; academic degree; school location; normal class size; ways of acquiring technology skills, for example, self-taught and computer courses; instructional style; perceived barriers; and availability of technology resources. The findings verify the expectation that the lack of ICT tools in the Jordanian high-school physics curriculum has an impact on teachers’ job satisfaction, physics lesson preparation and delivery techniques and Tawjihi students' individual learning styles. Keywords: ICT, ICT-driven classroom, Rogers' diffusion of innovation theory.