Content area
The purpose of this study was to investigate obstacles facing Saudi Arabian K-12 general education teachers in Riyadh, when implementing classroom technology. Its goal was to identify the degree of use of educational technology by teachers in K-12 schools, in addition to investigating their perceptions about the obstacles using educational technology in K-12 schools in relation to the teachers, administration, and technology. The questions of this study were, therefore, “What is the degree of use of educational technology by teachers in K-12 schools?” and “What are the obstacles to using educational technology in K-12 schools in relation to: the teacher, administration, and technical obstacles?”. The population for the current study comprised of a random sample of 165 teachers, representing 56.89% of the total teachers in the schools affiliated with the Education Office in East Riyadh. Questionnaires were formed using the 5-point Likert Scale and distributed via email. Data was collected and analyzed using Version 23 of SPSS. The study findingsrevealed a low level of utilization of educational technology among teachers, highlighting significant obstacles related to teachers, administration, and technology itself. A decline was observed in the integration of traditional teaching methods with technology in schools, signaling teachers' reluctance to incorporate technological tools into their educational practices. According to the perspectives of the study participants, this reluctance stems from difficulties in adapting to new educational models. Furthermore, the study results substantiate teachers' concerns regarding the potential diminishment of their traditional role in the educational process as a result of technology.