The Level of the Using Means of Information and Communication Technology among Instructor Members in the Faculties of Educational Sciences in Teaching Remotely)

Abstract

The purpose of this study was to identify the extent to which faculty members in the Faculties of Educational Sciences employ information and communication technology (ICT) tools in their distance teaching. The study sample, selected using simple random sampling, consisted of 83 faculty members during the 2024/2025 academic year, representing the following Jordanian universities: the Hashemite University (12 members), the University of Jordan (22 members), Zarqa University (7 members), the World Islamic Sciences and Education University (13 members), Al al-Bayt University (21 members), and Al-Zaytoonah University (8 members). The sample was classified according to gender and years of experience.

The study employed the descriptive survey method. The research instrument was a questionnaire that, in its final form, comprised 30 items distributed across four domains designed to measure the level of ICT utilization among faculty members. These domains were: planning, implementation, evaluation, and management of distance education. The validity and reliability of the instrument were verified. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data, employing means and standard deviations for the questionnaire domains and items to estimate the level of ICT utilization in distance teaching among faculty members. An independent samples t-test was used to examine the effect of gender on the level of utilization, while a one-way analysis of variance (One-Way ANOVA) was conducted to investigate the effect of years of experience.

The results of the study indicated that the level of ICT utilization among faculty members in the Faculties of Educational Sciences for distance teaching was high. They also showed that there were no statistically significant differences in the level of utilization attributable to gender, whereas statistically significant differences were found according to years of experience, in favor of those with less than five years of experience.