Professional Documents
Culture Documents
INTERVIEW REPORT
Introduction
The United Arab Emirates (UAE) is the leading country in the Middle East in terms of
adopting e-learning and web-based education (Sallam & Alzouebi, 2014, p. 93). The interview
questions for this report focused on the use of e-learning in the form of Learning Management
Systems (LMS) and the training that teachers are given to help them prepare to use the current
LMS. The educational system in Dubai recognizes the need for technology because it improves
learning and prepares students for todays and tomorrows workplace, which supports the need to
expand the use of these technologies in education (Iran, 2011).
Interview Questions
Do you use a Learning Management System (LMS) in your classroom?
Rationale: One of the main focus points in my synthesis report was the
use of learning management systems. While I know that we use them in the
US, I was curious about what types of learning management systems other
countries were using. From my readings during synthesis report I could see
that some places in the UAE used Moodle, but I wanted to see if they used
more.
What type of technology do students have at home?
Rationale: This was more of a follow up question to the question about
LMS used in schools. If students use a LMS in school, are they able to
continue their studies at home as well? If students arent able to work at
home as well, I think money should be spent on technology other than
implementing a LMS.
Who makes decisions on how technology is used in the classroom?
Rationale: From my synthesis report it appears that districts can pick
what LMS they want to use. I wanted to also see if the district was telling
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important to make sure teachers have the proper training before they are
evaluated on something they dont understand how to do. We do not test
our students on material we are not teaching.
Strategy Used
Contact
Alba
Albamg3@gmail.com
Pat Fisher
Patriciafisher49@yahoo.com
Sent
2/15/16
Response
No Response
2/24/16
Deandra
Dubai Modern High School
principal_mhs@gemsedu.com
American School of Dubai
asdadmin@asdubai.org
English College Dubai
info@englishcollege.ac.ae
Dubai American Academy
communication_daa@gemsed
u.com
Heather Roy
American Community School of Abu
Dhabi
2/24/16
3/19/16
3/19/16
No Response
3/19/16
No Response
3/19/16
No Response
3/19/16
3/21/16
No Response
heatherroy@acs.sch.ae
Deandra
Information About Interviewees:
When I started this assignment I thought I had a solid contact in Spain to use. As you can
see from the log above, that didnt work out. I do not have many global contacts and it appeared
my World Language department didnt either. So I turned to Facebook to ask friends if they
knew of anyone teaching in a different country. I was amazed at the support I was given and
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how many people knew of other teachers working in Dubai. Once I saw that a lot of teachers
worked in Dubai I turned my focus to the United Arab Emirates (UAE). I didnt know anything
about the country and just started researching and reaching out to people to interview.
A coach at my former high school gave me my first referral. His mother, Pat Fisher, has
been teaching in the UAE for five years. Pat Fisher is from New Bern, North Carolina USA.
She graduated from East Carolina University in Greenville, North Carolina in 1971. She earned
her degree in Early Childhood and later acquired her K-6 certification along with an ESL
certification. Since I too attended East Carolina and taught in North Carolina for ten years, I was
excited to interview a fellow Pirate and see how they made the transition to working in another
country. Unfortunately, as you will see from below, the interview responses werent as rich as
what I wanted and follow up contacts were never returned, so I had to use the information that I
had for this report.
My second contact I was desperate to find. After other failed attempts from friends
contacts I went to Google and used Wikipedia to find schools in the UAE. I visited many
websites and searched for a way to contact the school. I emailed each school looking this time
for a technology specialist. I thought having the perspective of a teacher and a specialist would
be a good balance for my interviews. I was lucky enough to find Heather Roy to interview as my
second person. She emailed back within the hour and answered all of my questions just as
quickly. Heather attended Brock University in Ontario, Canada earning a BA/BED degree. She
also got her masters in education technology from USQ, Australia. For ten years she taught and
was a technology coach in Ontario. She moved to Abu Dubai in 2003 to be a teacher and
technology coach. She became the director of Instruction Technology at Sheikh Zayed Private
Academy and for the past five years holds the position of middle school tech coach and
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technology integration coordinator at the American Community School of Abu Dubai. Heather
is also a certified Google Trainer.
Findings and Reflections
My goal for this report was to compare the ways that teachers are using technology in the
classroom given the training they receive and to also get insight from a technology expert in the
UAE to see how they think technology is being integrated into the classroom. According to
Hisham Iran (2011), the Dubai government has invested a great amount of money to provide
centers and workshops to advance educational technology in an effort to train teachers hopefully
to improve the technology use for the teaching-learning process.
Going from being a teacher in Abu Dhabi to being the middle school Technology Coach,
Heather Roy was able to supply the most valuable information for this report. In regards to what
the district uses for technology they have a 1-1 laptop program (Mac) in grades 5-12, laptop carts
in grades 2 and 3, iPad carts in KG1-Grade 1 (personal communication, March 20, 2016).
Students in grades 7 and up are able to take their laptops home and use them. In grades 6 and
below they leave these devices at school and can only use them during the day. Other
technology that students are able to use during the day are Interactive Projectors, document
cameras, 3-D Printers, digital cameras, iPods, iPads and video cameras. Robotics courses are
taught in high school and middle school and robotics kits are used in elementary classrooms. All
schools have wireless access throughout campus. Heather Roy finds having Google Apps for
Education a game changer for schools because teachers are able to collaborate and integrate
technology into the classroom (personal communication, March 20, 2016).
My follow up question to having all this technology is, how is it funded? Heather said,
that technology infrastructure is funded through school fees. Schools can also ask seek special
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technology requests funded by the PTA. The US Embassy or US companies based in the UAE
offer grantsfor specific projects (personal communication, March 20, 2016). One interesting fact
is that students in grades 7 and up are required to buy their own laptop to use in school.
So with this technology, I wanted to know how students used the technology in the
classroom. I wanted to look at what type of Learning Management System schools use with
students. As stated before, Heather is a Google Certified Teacher, so using Goolge Classroom in
the district gives her an advantage in helping teachers and students use this LMS. In the district
they also use Veracross, which is an independent company that helps schools all around the
world. Teachers, administrators and technology coaches make up the team that decides how
technology is used in the classroom (personal communication, March 20, 2016). Ensuring that
current classroom teachers have input on what technology is used is an important factor in
making sure teachers feel comfortable using the new technology.
This set of questions naturally led to questions about professional development. A
common issue is still the lack of training for teachers and students given the amount of
technology we currently have. It appears in Heathers school district, teachers are offered
trainings frequently by having a technology coach on staff. The trainings are on-demand to help
teachers meet school expectations (personal communication, March 20, 2016). From my
readings during my synthesis paper a common pitfall was that most trainings were offered after
school in the schools that were looked at. At Heathers school trainings are offered during school
orientation week and professional development days. This offers an equal opportunity for
teachers to be trained since a problem that arose from my synthesis report was that female
teachers often had trouble attending trainings after school due to their family commitment.
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Heather is currently training teachers to becoming level 1 Google Certified Teachers (personal
communication, March 20, 2016).
When it comes to trainings money is available for conference fees, hotels and flights
(personal communication, March 20, 2016). Given the schools technology objectives for the
year, if teachers find a conference that meets the schools objectives they do not have to use their
own PD funds. The school will pay for the conference in full for them. One disadvantage is that
there arent many opportunities to attended conferences in the UAE, so they are often required to
travel to get trainings (personal communication, March 20, 2016). Since the schools have the 11 laptop initiative, classroom teachers are required to use technology on a regular basis. Making
sure the technology coaches are able to train the teachers on the proper way to use the
technology in the classroom is important, especially due to the fact that there arent many
opportunities for trainings outside of the school.
While it is not a formal goal yet, in the future teacher evaluation will be tied to the use of
technology in the classroom. Currently teachers need to give a professional development goal
and often teachers choose technology. This is a policy that I think the United States should look
into. With a goal of working towards making our students global citizens and getting them ready
for the 21st century we need a way to hold teachers accountable for implementing technology
into the classrooms.
My interview with Pat Fisher didnt yield as many results as the one with Heather. The
technology that Pat said her school uses is SmartBoards and they are working on streaming
videos to phones and personal computers (personal communication, March 7, 2016). In the
district Pat works in teachers communicate with parents and students using the Whats ap. They
deliver homework and special announcements. This is similar to what I use in my classroom
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with Remind. I text out homework and classroom reminders to parents and students every night.
One common theme between both interviews is the fact that the country is very wealthy, so
families have the latest technology at home (personal communication, March 7, 2016). Pat says
that training is lacking at her school. The technology is available, but the teachers are on their
own on how to use it. She also admitted that since she is an older teacher, many obstacles come
up when trying new technology (personal communication, March 7, 2016). Iran states, That
older teachers need to be aware that computers and technology include more than word
processing or certain software packages. Technology related professional development must
take place (2011). This school district would benefit from having a technology coach like
Heather at their school. With both schools they want teachers to integrate technology, but Pat
says with the lack of training, teachers do not always do that (personal communication, March 7,
2016).
I wish I could have gotten more information from this interview so I could have really
compared the districts and how teachers and trainers view technology. The next time I conduct
an interview like this I need to make sure I ask for complete and elaborate answers in case, like
with Pat, a follow up email isnt returned. I would have liked more information on the LMS
used in Pats school district and if one wasnt used, to find out why not.
Conclusion
It appears that the UAE has the same views as the United States on integrating
technology into the classroom. Both countries see the value in making sure our students are
ready for the 21st century by exposing them to global communication and collaboration by using
LMS. In the UAE the educational system believes, in the new world one thing is transforming
everything globalization (Iran, 2011). Both countries also want to make sure that students are
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exposed to the latest technology so they can compete in the new global world. While having the
newest technology is important, providing the proper training for all parties must have is even
more important. Teachers and students need to be trained on how to successfully use the
technology so that the money being put into the technology isnt wasted. Parents also need to be
trained on how to use the technology so that they are able to support their children at home.
Looking closely with the UAE on policies and trainings that help teachers, students and parents
is something that the United States should look into. Even within the UAE districts could work
together to make stronger polices. The main advantage that I think the United States could take
away from this report is that technology coaches are needed in all schools. In order to continue
to get our students ready for the 21st century we need to train everyone on how to use the
technology. According to Iran, Professional development programs are needed, and these must
restructure how teachers gain education technology knowledge (2011). Training is the key to
success and the technology coaches would be a great addition to start that process.
Attachments:
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1st Attempt Interview
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Interview Questions:
Thank you for answering these questions for me. If any of them dont pertain to you or you dont have an
answer, you can just skip it.
Background:
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How long have you been teaching in this district? And where do you teach?
5 Years at the American Community School of Abu Dhabi
What is your current position?
Middle School Tech Coach and Technology Integration Coordinator
Technology Questions:
Have you ever taught anywhere else? Has does the technology usage compare?
Yes - but technology continues to evolve and change so it can be difficult to compare. Teachers at ACS
are much more adept at integrating technology in their classrooms. We did not have Google Apps for
Education in my former school. This is a huge game changer when it comes to collaboration and tech
integration.
What type of technology do you have in your classroom? In your school? In your district?
We have a 1-1 laptop program (Mac) in grades 5-12, laptop carts in grades 2 and 3, ipad carts in KG1Grade 1. Interactive Projectors, document cameras, 3-D Printers, access to digital cameras, ipods, ipads
and video cameras. Robotics courses in High school and middle school and a robotics kits for classroom
use in elementary. Wireless access throughout campus.We are also a Google Apps for Education school.
Are there any forms of technology you wish you had access to?
I have to say we are pretty spoiled!
Professional Development
How much training do teachers receive on how to use technology in their classroom?
Our tech coaches provide frequent on-demand training to teachers to meet school expectations. We offer
workshops during school orientation week and PD days. I am also running a course for teachers who are
interested in becoming Level 1 Google Certified Educators.
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Teachers can attend technology workshops. We each get a certain amount of money for PD. We can
apply this money for conference fees, hotel and flights. We also have an initiative fund. If a technology
conference meets school objectives for the year, a teacher will not need to use his or her PD money. It
will cover all costs. This needs to be approved by the Director of Curriculum. As an international school
we often need to travel to go to conferences. There are not many offered in the UAE.
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References
Iran, H. (2011, March). A study on education technology in Dubai: Challenges and suggested
solutions. Retrieved from
http://bspace.buid.ac.ae/bitstream/1234/66/1/70010.pdf
Sallam, N., & Alzoubei, K. (2014, March 10). Teacher perceptions of the use of moodle to
enhance the quality of teaching and learning in a K-12 private school in the United Arab
Emirates. Journal of Teaching and Teacher Education, 2(2), 93-103.