The Degree of Knowledge that Faculty Members in Colleges of Science and Engineering Possess Regarding Ways and Methods of Using Computers and Modern Technology in a Constructivist Learning Environment

Abstract

This study aims at identifying the degree of knowledge that faculty members in colleges of science and engineering possess regarding ways and methods of using computers and modern technology in a constructivist learning environment, and the impact of their academic expertise on this knowledge. This was achieved through a questionnaire designed according to the principles of the Constructivist Theory. The results indicate that the knowledge of faculty members about the use of computer technology in teaching is only limited to the use of their technical skills in IT and computer. It appears that their familiarity with the representation of knowledge in different ways is high, but they are not familiar with the methods of designing learning situations in an exploratory context through technology, nor are they familiar with employing this technology to develop higher-order thinking skills. Moreover, faculty members do not have the knowledge of how to give students real roles and effective participation; and how to assign them authentic tasks to be implemented in an effective manner. In brief, the study shows that faculty members in science and engineering faculties do not have knowledge of using computer and technology in a constructivist learning environment appropriately.