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Abstract

The purpose of this study is to understand how prepared teachers in two countries are to utilize technology effectively in a physical and virtual classroom environment. This research is a comparative study of Saudi Arabian and US preservice teachers’ readiness for technology integration in their actual teaching practices. Survey methodology was used to measure both knowledge and attitudinal variables found to be important to later integration of technology into teaching among preservice teachers. The results provide updated insight into the status of US and Saudi Arabian preservice teachers’ proficiencies and attitudes toward integrating technology into their teaching and implications for preservice teacher preparation. Also, the research was intended to identify critical technological, skill-based, attitudinal, and cultural factors that may weigh heavily into efforts to develop successful training programs for preservice teachers in Saudi Arabia and other developing countries. Lastly, data from this study provide some insight into teacher-student skill-gaps, meaning teachers who have fewer digital competencies than their students do, and how best to support both preservice and experienced educators as they adapt to new educational technologies and procedures. These findings were generated through use of a newly developed survey, which needs additional refinement; we encourage others to help us refine and use for other cross-cultural comparisons.

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