Abstract—In the Saudi Arabia secondary school context, ICT
integration is simultaneously the product of a mandate to ICT
adoption and the ultimate goal of the education reform. This
study utilizes an implementation, Concerns-Based Adoption
Model, evaluation, and grounded theory approach together
with a thematic analysis to explore the ways of making ICT
integration in Saudi schools strategic by identifying stages of
concern and levels of use, determining technical, political, and
cultural implementation factors, and studying the ways of
balancing technology with Islamic values in three specific
subject domains (mathematics, science, and Arabic).The
findings indicate that mandatory uses of ICT integration
impede the transition from ICT adoption to ICT
implementation within the overall education reform.
Index Terms—ICT adoption, ICT integration, integration pedagogy, implementation factors.
Abdullah Alenezi is with Northern Border University, Arar, Saudi Arabia (e-mail: Abdullah.firstname.lastname@example.org).
Cite: A. Alenezi, "Influences of the Mandated Presence of ICT in Saudi Arabia Secondary Schools," International Journal of Information and Education Technology vol. 5, no. 8, pp. 638-644, 2015.