Exploring teachers’ perceptions towards using ICT and dialogic teaching in primary science classrooms in Saudi Arabia

This study investigated teachers’ perceptions of using ICT and dialogic teaching in primary science classrooms in Saudi Arabia. As a result, the research focused on three aspects: the implementation of dialogic teaching; the use of ICT in teaching practices; and the use of ICT to support dialogic teaching. Mixed-methods sequential research was conducted in Riyadh city in Saudi Arabia, using a questionnaire for the quantitative phase, which was completed by 305 teachers, followed by a semi-structured interview with 12 teachers for the qualitative phase, to achieve the study’s main aims and objectives. It was found that Saudi primary science teachers, in Riyadh, have positive attitudes towards dialogic teaching. Teachers appeared to be aware of the importance and the advantages of talking about and discussing ideas with their students and the role they play in facilitating students’ learning. However, the results indicated that most teachers adopted a dominant role in classroom discussion activities in practice. Other issues that may affect the implementation of dialogic teaching were explored. These challenges may prompt teachers to resort to a traditional teaching style. Regarding the use of ICT, Saudi primary science teachers seemed to be interested in and to enjoy using ICT, and generally believed that ICT tools are important in supporting students’ learning and interaction. The results indicated that teachers use a variety of hardware and software depending on its availability in the schools. However, the findings revealed several external and internal challenges hindering the successful use of ICT in science classrooms. From the teachers’ perceptions, one of the main findings of this study is that, by supporting dialogic teaching with ICT tools, there was a consequent increase in student engagement. Further, the findings indicated that the use of ICT tools can support the interactivity between teachers and students, and between students themselves. However, teachers’ implementation of ICT to support dialogic teaching is negatively influenced by the unavailability of some vital ICT tools