The role of IT in the development of the professional performance of teachers, professionals in secondary schools in the industrial Palestine from

the perspective of managers and teachers

Preparation Confident Naguib Mahmoud Gesnawi

Supervision Dr. Abdul Mohammed Assaf Dr. Ali Zohdi Chacour

Abstract The aim of this study was to investigate the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine from the perspective of managers and teachers Professionals, as well as to determine the effect of variables (sex, function, and qualification, and the family of Specialization Scientific, and years of experience, and Aljhhalmusharfah, maintain, and provide Internet service, and provides a And provides a local computer network, and provides or educational software, LCD computer, and provides counter displays Training) from the perspective of managers and teachers to assess the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial. It also aimed to identify the most important Problems that limit the employment of information technology in secondary schools in Palestine Industrial. To achieve this, the study was conducted on a sample of available teachers, managers and professionals-strong 188) director and a professional teacher (83%) of the study, data were collected using) Questionnaire consisted of four sections: Section I contains the preliminary information, and the second section includes General information about the assets of the school, and the third section includes the questionnaire and number of vertebrae (44), paragraph Divided into three areas: the area of knowledge resources, and the area of software, and field devices Gear, Section IV contains a malignity not on the most important problems that limit the employment of IT In secondary schools in Palestine Industrial. The total overall reliability coefficient of the tool using the equation Cronbach alpha (0.89), a high coefficient fulfills the purposes of the study.
The role of IT in the development of the professional performance of teachers, professionals in secondary schools in the industrial Palestine from the perspective of managers and teachers Preparation Confident Naguib Mahmoud Gesnawi Supervision Dr. Abdul Mohammed Assaf Dr. Ali Zohdi Chacour Abstract The aim of this study was to investigate the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine from the perspective of managers and teachers Professionals, as well as to determine the effect of variables (sex, function, and qualification, and the family of Specialization Scientific, and years of experience, and Aljhhalmusharfah, maintain, and provide Internet service, and 2

provides a And provides a local computer network, and provides or educational software, LCD computer, and provides counter displays Training) from the perspective of managers and teachers to assess the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial. It also aimed to identify the most important Problems that limit the employment of information technology in secondary schools in Palestine Industrial. To achieve this, the study was conducted on a sample of available teachers, managers and professionals-strong 188) director and a professional teacher (83%) of the study, data were collected using) Questionnaire consisted of four sections: Section I contains the preliminary information, and the second section includes General information about the assets of the school, and the third section includes the questionnaire and number of vertebrae (44), paragraph Divided into three areas: the area of knowledge resources, and the area of software, and field devices Gear, Section IV contains a malignity not on the most important problems that limit the employment of IT In secondary schools in Palestine Industrial. The total overall reliability coefficient of the tool using the equation Cronbach alpha (0.89), a high coefficient fulfills the purposes of the study.

And for the Masters, and between the family and the family of electricity is that electricity and for the family, and those who Their experience is less than (5) years and who experience more than (10) years and for the benefit of their experience less Of (5) years, and those who have their computers and who do not have access a computer, And for the benefit of a computer available to them. In light of the objectives of the study and its results, the researcher recommended the most important: - The need to provide all the elements of informatics in secondary schools of the industrial resources of knowledge The hardware and software and hardware. - Need to work on the employment of ICT in all administrative activities And educational and training in secondary schools industry. - Need to focus on the development of human resources in industrial high schools to be able to Keep pace with rapid technological developments and meet the explosion of knowledge. - Work to achieve integration and balance between the professional development of teachers, professionals on the one hand, and between Development and modernization of equipment and the means and methods of education and training on the other.

Chapter I Problem of the study and background - Introduction to the study - The problem of the study - The importance of the study - Objectives of the study - Study questions - The study hypotheses - Limits of the study - The study terms

Chapter I Problem of the study and background Introduction to the study The focus at the present time to communicate with the revolution of information and communication Occurred at the end of the twentieth century and the beginning of the twentieth century and the exploitation and utilization of the best. It could be argued that we are now seeing two separate parallel two revolutions, one revolution of information in terms of quantity Amount of information available, in addition to the diversity of forms in which they can get To information. And the other is the communications revolution, which they can convey all kinds of Information at the local level Oabr region or even across the world using electronic means . (More complex and rapidly and greater confidence in the transfer of information (Packard and Reese 0.2003 Can say that information is the total data, semantic, and knowledge, and content that Or something related to the topic, and help those interested in identifying him and knowing him, the information then Describes the concept of the thing and give it, and describes its characteristics, and show its use and functions, And even easier to deal with information, so it must be compiled, classified and indexed within the areas of . (And the dimensions and fields (Al-Ghanim 0.2006 The information and knowledge of the elements of human civilization, and requires access to the world Knowledge of the use of modern technologies, and must be reconsidered in the methods of traditional processes in Access to information, because information and communication technology has become a means and not just Tools are limited to well-being of a particular area or on the social elite, and with the global trend towards Knowledge economies that depend heavily on new technologies, the use of knowledge to raise Level of social welfare, and investment of various resources a good investment, technology has become Information and means of survival and the tool can not be dispensed with in an open world support the competitiveness criterion . (For progress and prosperity (Ghanim 0.2006 Recognition of the role played by information as a resource essential for economic development And social, cultural and educational society, is increasing and draw attention to the many experts And officials, especially those who are at the level of decision-making during the past three decades The importance and value of information, the need to modern information and accurate, and reliable, which can be 4

Used for multiple purposes and at all levels and in all areas of society, has led Officials in different countries to advocate and support to institutions of information to do the construction and development . (National policies for information to ensure the free flow of information between members of the community (Diab 0.2007 Refers to information that window containing the information technology, and science Computer and information systems, communication networks and their applications in various areas of humanitarian work Organizer. So we can say that IT is a system that combines everything related to computers through Finally - a (Soft-Ware) and software (Hard-Ware) three dimensions are: hardware and equipment . (Ali, and Hijazi, 2006) (Knowledge-Ware) Most importantly - knowledge resources Information is also considered one of the most important ways to meet the many challenges facing the The education system; for this educational institutions currently struggling to adapt to the information society, through Great efforts to integrate technology in education, and combination of information technology and education on the one hand and theoretical Education on the other, a strong correlation between them can lead to fundamental shifts in Methods of teaching and learning, to become the educational model of learning environments that are closed based on the curriculum Traditional, teacher and a single book as sources of knowledge and directed by the teacher to the learning environments Open, flexible and rich sources of technical and directed by learners, and call this confrontation Change and development and rely on the information I want is not an urgent requirement and simultaneously allows the possibility for learners Acquire the skills to help them in their dealings with the information age, which now sweep the walks of life . (All (good .2004 He noted Hyacinth (2002) that the deficiencies in the recruitment of IT in the sector Education, is to be used twice by the teacher in teaching, as well as the weakness of employing them in Management and organization-level research and administrative work and educational stages in the collection and the types and levels of Education. The human being in this era to a huge amount of information that has increased To use it generally do not become president in the management of all the different sectors, the most important sector Education, which suffers from a distinct lack of recruitment of IT in education, and to avoid this shortcoming Must implement a comprehensive project to develop information systems in education, which requires many things, including The provision of trained manpower at various levels, there is a need to develop competencies for the operation . (And maintenance efficiencies as well as supervisors and teachers (Hajri 0.2003 When talking about education illustrated the significant role of teachers in view of the center occupied by the primary In the educational system, with the development of psychological and educational sciences, which stressed the need for attention Learner and made him the center of the educational process, is no longer enough to master teacher article, but it has become Have to be enjoying Bkivayat personal capabilities and an integrated creative and well prepared scientifically prepared And culturally and professionally and technology able to understand the needs of his students and to guide them and guide them to facilitate the Their active participation and stimulate their learning, and able also to use the best means and methods to provide . (Article, in addition to its ability to renew itself and develop its information continuously (Momani 0.2007 The process of planning and development in the educational process can not be turned into reality 5

Educational significantly only by teachers, who transfer the plans to conduct a descriptive theory And educational practices; Therefore, the development of the professional performance of teachers must be compatible with the objectives of employment . (Informatics in education and coincides with it (Harthy 0.2000 Countries that are trying to achieve a comprehensive renaissance in all aspects of life, teachers need to Possess several competencies, including: careful planning, and evaluation and effective teaching methods and modern, 5 The successful management of the row. It is believed Ghazioat and others (2001) that the reform and development of the education process Needs to be vigorous and serious efforts, the successful Teacher is a teacher who can address many of the Errors that can appear in the elements of the educational process learning effectively and efficiently. It is also The major challenges facing many countries in the modern era, the preparation of programs for teacher education Dependent effective enough to suit the requirements of the times and meet the needs of teachers. That teacher preparation programs and professional development must (Thomson, Thomson has pointed out (2006 And include a new dimension is that the learner participants, and influential rather than a consumer of technology The first dimension, second dimension contains a conversion of information technology than just a utility and complementary To teach to the source of learning, and the third dimension revolves around the gradual transformation and further progress and experience The student / teacher in Astkhaddatem complex technical levels in the provision of learning programs, and gradually These dimensions help in the development of information and strategic skills of teaching the teacher. Academic education is divided into two branches in Palestine: Scientific Branch and the branch of the humanities, Where the student can, according to his abilities and achievements in science and his own desires that Akhtarahdahma. The vocational education contains the following sections: industrial, commercial, agricultural, And hotel, and home economics, as well as apprenticeship (training teachers in strategy . (Palestine 0.2008 Atwan has been pointed out (2003) that the industrial education - as one of the core disciplines of education Professional - designed primarily to keep pace with scientific developments of modern technology, as well as the introduction of New skills and techniques to the labor market, in addition to providing the industry workforce Qualified skilled workers and technicians. Different industrial schools in Palestine in terms of components and their implications for schools Academic, schools academic progress of education for its students mainly focus on the information Concepts and trends rather than on performance skills, and industrial schools are Combine education and training, give students theoretical knowledge and Batjahathm interested in, but focus Primarily on acquiring skills and performance practice in the field of their profession; So we can say That schools seek to achieve industrial technology through the application of knowledge gained, its graduation Students of professionals able to work in their field, and at the same time offer them an opportunity . (Enrollment in universities, institutes and colleges (the General Administration of colleges and vocational and technical education 0.2008 This study examined a number of previous studies related to the study entitled, including Focused on the employment of information technology, computer and Internet in education, as is the case in the study of Abu Zeid And Ammar (2001) and Nassar study (2004), some of which focused on the problems of industrial schools as 6

Is the case in the study of Hamdan (2002) and study Abuasbh (2005), some of which focused on the competencies Technology for teachers, as is the case in the study of the safety and Halabi (2004) and study Momani 2007), and the other focused on the obstacles to employment information and communication technology in education) . (As is the case in the study of Abu-Zeid (2007 The researcher hopes to contribute to this study by its findings and recommendations to inform authorities On the subject of study such as management of public colleges and vocational and technical education in the Ministry of Education And higher education, and non-state actors, which oversees the industrial schools and private, to put In mind when developing plans and policy and decision-making on education to raise the industrial Enough to achieve the desired objectives, and to keep pace with rapid technological developments and the successive Especially as we live since the beginning of the third millennium, three revolutions: the revolution of globalization and communication revolution, and revolution Of information. Problem of the study Despite the efforts that have been made for the employment of modern technologies and information technology And communication in the industrial high school, but that the role of information technology and its impact on the development of performance Vocational teachers is still characterized by Balillabih in these schools. 7 Through the work of a teacher researcher and manager in a number of secondary schools in the industrial Palestine noted considerable debate and Saja not widely between teachers and administrators in these schools About the role of IT in achieving their professional development and its importance in improving the educational Msaralamlah Learning and development, from here the problem of limited study to determine the role of IT in the development of Professional performance of teachers in vocational secondary schools in Palestine from the industrial point of view Managers and teachers, as well as identifying the main problems that limit the employment of IT in schools Secondary industry in Palestine. Importance of the study The importance of this study through the following: 1. This is a unique study of the studies that dealt with information in all its elements and its role In the development of the professional performance of teachers, professionals, especially in the industrial high school. 2. Contribution in the face of some of the challenges and constraints faced by professionals in the schools Amwalimaan Industry, especially as we are seeing many new developments and accelerated since the beginning of the successive The third millennium. 3. Stand on the most important key problems that limit the employment of information technology in secondary schools Industry in Palestine from the perspective of managers and teachers; which contributes to enlighten stakeholders These problems, to put it in mind through the development of plans and policy-making and Decisions relating to education industry to raise its efficiency in achieving its objectives in the field of the desired goals General and targets, and the preparation of manpower, equipment, and plans and curricula through And integrated planning only. 8 Objectives of the study The study aimed at achieving the following objectives: 1. Recognition to the role of IT in the development of the professional performance of teachers, 7

professionals in schools Aaltanueh Industry in Palestine from the perspective of managers and teachers. 2. To identify the main problems that limit the employment of information technology in the industrial schools in Palestine. 3. Identify the impact of variables (sex, function, and qualification, and the family of scientific specialization, And years of experience, Supervising Authority, and the province) on the responses of managers and teachers about the role of IT in the development of the professional performance of teachers, professionals in secondary schools in the industrial Palestine. 4. Identify the impact of some of the assets of the school (provide Internet service, and provides a computer, And provide local Hpkhhacob, and provides educational software, LCD monitor and provide Ottdrebeh) on the responses of managers and teachers about the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial. Study questions Study sought to answer the following questions: First question: What is the role of IT in the development of the professional performance of teachers in vocational secondary schools Industry in Palestine from the perspective of managers and teachers? Second question: What are the main problems that limit the employment of information technology in secondary schools Industry in Palestine? Third question: Does the role of IT in the development of the professional performance of teachers, professionals in the Secondary schools in Palestine from the industrial point of view of managers and teachers in different (Sex, function, and qualification, and the family of scientific specialization, and years of experience, and the Supervising, maintaining, and provides Internet service, and provides a computer, and provides playback And provides a local computer network, computer software and provide education or training)? , LCD Hypotheses of the study Study sought to examine the following null hypotheses, based on the study questions: 0.05) in average = ) 1. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable sex. 0.05) in average = ) 2. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable function. 0.05) in average = ) 3. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable qualification. 0.05) in average = ) 4. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable family of scientific specialization. 0.05) in average = ) 5. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable of years of experience 10 0.05) in average = ) 6. No statistically significant differences at the level of 8

Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable in supervision. 0.05) in average = ) 7. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable of the province. 0.05) in average = ) 8. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable availability of Internet service. 0.05) in average = ) 9. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable availability of a computer. 0.05) in average = ) 10. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers . LCD professionals in the industrial high school in Palestine due to the variable availability of a display device 0.05) in average = ) 11. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable availability of a local computer network. 0.05) in average = ) 12. No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine due to the variable availability of educational software or Training. 11 The limits of the study The study identified the following dimensions: The human dimension: was conducted Aldrashaly managers, teachers, professionals working in secondary schools Industry in Palestine. Spatial dimension: the study was conducted in fifteen high school industrial governmental and nongovernmental Distributed in the West Bank and Gaza Strip. 2009 / temporal dimension: the study was conducted during the second semester of the academic year 2008 Dimension of performance piece: results of the study determined the response of members of the paragraphs of the study sample and questionnaire questions And prepared for this study. Conceptual dimension: results of the study defined concepts and terminology for the study. The study terms Information: Find out information as the framework that contains the information technology, and science Computer and information systems and communication networks and their applications in various areas of humanitarian work Organizer; So we can say that IT is a system that combines everything related to computers through Finally - a (Soft-Ware) and software (Hard-Ware) three dimensions are: hardware and equipment . (Ali, and Hijazi, 2006) (Knowledge-Ware) Most importantly - knowledge resources A workable definition of information: is the degree of response of managers and teachers in the areas of the vertebrae and Measure prepared for this study, which includes the three areas of information: knowledge resources, Software, hardware and gear.

12 Professional teacher: the teacher called the application or the field or practical, which contributes to the acquisition Student's practical skills in the workshop or factory or the field or the field, and not eligible carries at least . (Technical high school, but he has a high efficiency operation in the area of specialization (Fellata 0.1994 A workable definition of professional teacher: a teacher working in the industrial schools, combining theoretical And practice, between information and practical experience, is a coach and teacher at the same time, spending most of his time With his students in his lab or his workshop, teaching and coaching, designed and planned experiments and exercises, and supervised To the students during the implementation, application and evaluation, and guide them to follow the rules of safety and security in order to preserve Safety, which teaches respect Investigation specialization theory and practice: the science industry and drawing Industrial and practical training. Industrial secondary school: a school concerned with industrial education, which is a branch of education Professional, which includes branches (agricultural, industrial, commercial, hotel, home economics), joining the Where the student after completing the tenth grade and successfully meet the admission requirements. Period of study is two years (The first secondary industrial + second secondary industrial) during which the student studies in general and Investigation Investigation Specialization. After graduation students can directly join the labor market to work in the field of specialization . (Or university to complete his studies (General Directorate for colleges and vocational and technical education 0.2008 Development of the professional performance of a teacher: It is that process which aims at achieving four objectives: 1. Add new professional knowledge of teachers. 2. Development of professional skills they have. 3. Development of professional values and confirm the support of their behavior. . (4. Enable them to achieve effective education for their students (Madbouli 0.2002 13 Vocational education: formal education is that which includes the educational preparation and behavioral guidance In addition to the acquisition of skills and professional capacity by doing a regular level of institutions High school for the purpose of preparing skilled workers from various fields and professional disciplines which Makes them able to carry out the tasks assigned to them, to contribute to the production of individual and collective, Akunan and a link between technical skills (graduates of institutes of technical education) and unskilled workers, 3) years and is usually after a period - and it takes the setting in this type of education, duration of (2 . (Basic education and age groups of 15 + years (Fellata 0.1994 Industrial education: It is one of the most important branches of vocational education, which includes vocational education branch of industry And agricultural, commercial, hotel and home economics, industrial enroll the student section after the end Tenth grade and successfully pass the admission requirements for schools Industrial (Management . (Public colleges and vocational and technical education 0.2008 14 Chapter II The theoretical framework and previous studies Or not: the theoretical framework - Section I: Information - Section two: professional development for teachers - Section three: industrial education 10

Second, previous studies - Arab Studies - Foreign Studies - Summary of previous studies 15 Chapter II The theoretical framework and previous studies Or not: the theoretical framework Introduction Of subjects worthy of study at length and with great care by the researchers, the subject of Informatics resources to all components of knowledge, software and hardware and equipment, as employed in Some systems, sectors had a positive impact on the level of operations and outputs. The need for professional growth need a list continuously, because the teacher can not be Live his life over a specific set of knowledge, skills and competencies, opened the pressure needs Interior, and in the information age in which we live, must keep the teacher at the level of renewable Of information, skills and modern trends in teaching methods and techniques, is the creator Teacher Seeker of knowledge throughout his life in a society constantly evolving and learning, especially as we live in a great revolution in the field of And information technology since the beginning of the third millennium. Through the survey researcher of literature related to educational and subject of the study, he found that there A dearth of studies and writings on the information in all its elements and its role in achieving Professional development for teachers, especially in the industrial high school, so the researcher will present the theoretical framework For the study through the three sections are: Section I: Informatics, where he will discuss this section, the concept of a computer and its components, And justifications and requirements employed in education, in addition to the role of the teacher in the education-based Information and the most important skills a teacher should be available in informatics. The second topic: professional development for teachers, this section will address the concept of professional development For the teacher, objectives, methods and reasons for interest in them, as well as the review of preparation programs and raise the efficiency of the teacher Professional. The third topic: industrial education, which will address the concept of industrial education and its objectives And its properties, methods, and growing up in Palestine, as well as review some of the topics related to the Industrial secondary schools in Palestine. First research (Informatics) Informatics (Informatics) Mvom Informatics The scientific concept of information from relatively modern concepts, namely in the use of means Electronic processes in the storage, preservation and retrieval, transmission, dissemination of information must not only traditional means. Have turned the major countries in technical development to the introduction of this technology in education, has made the A long way invested in the school curricula and the development of manpower in the development of the technology and export . (Out (Arishi 0.2007 Know the information as data on various topics and concepts contained in the Science Human and natural and associated activities of political, social, economic, and technical and nonOther work carried out by government departments, private foundations, after classification And classified in the sections and chapters, or in lists and tables were analyzed for logical analysis does not verbally, or by using Indicators, benchmarks and other tools of statistical analysis and mathematical. The data is 11

transferred Different to their own information, after expansion of human knowledge, and increase his understanding of the phenomena surrounding It, and help make decisions about his activities and his work with the qualities and characteristics of social Synthetic. IT is known as the frame that contains the information technology, and science Computer and information systems and communication networks and their applications in various areas of humanitarian work Organizer. We can also say that information technology is a system containing three head dimensions are: the components . (Physical, software, and knowledge resources (Ali Hijazi and 0.2006 As you know, informatics as a comprehensive system for the use of computer technology, and all its associated . (From the devices and methods of communication; to provide many of the goals for the service of humanity (Muhaisin 0.1996 Known as the free (2001) IT in education as an integrated system of information Belonging to the rest of the educational knowledge that can be accessed via computer And others. It also means the knowledge of informatics, which express all that one needs in order to function efficiently In a society depends on information, and include the basic concepts of science and skill of the computer in Used to process information, and economic and social implications of computers in society, which . (Now a necessity for all societies (Hazmi 0.1995 Known as the Pacific (1990) IT as "a mixture of computers and means of Contact as of optical fiber, to the satellite, and techniques of film thumbnail Reproduction, and represent a wide range of inventions and technique which uses the information outside The human mind. "Has given Younis (1989) definition of the term does not Cham IT applications that Scientific and technical knowledge in information processing in terms of production, maintenance and storage and retrieval Means the mechanism. Elements of information System contains information on three key elements are: Hoabarh and hardware components, equipment and material: (Hard-Ware) 1. Devices and equipment Solid and used in the transportation, storage and processing of information and data. Examples of Include: computer hardware and accessories, cellular devices, fonts and networks that transport Information and data. It is a software, and examples :: (Soft-Ware) 2. Software Various operating systems, and software anti-virus computer, and software support, In addition to specialized software.

These are the sources from which to: (Knowledge-Ware) 3. Knowledge resources Access to information and data, and examples include: types of libraries, network Global information, "the Internet", the sources of information centers, and human resources (Ali, . (Hijazi and 0.2006 Justifications and reasons for employment of information technology in education IT has become one of the greatest tools of education and communication for all groups and classes, both At the household level or the educational institution or community, and hopes placed in it, applied in Many educational fields. What reasons and justifications that relied upon when educators integrate information In education? Indeed, it can be identified in the following demands: 1. Demand for vocational And is to help in the rehabilitation of learners for future employment opportunities, related to Areas of computer and its applications. Recent years have witnessed changes in information technology, and this Changes are not only the quantity but also quality; Therefore, these changes a great impact in all aspects of Human society, a society where change of industry to the information society, and the transition from work
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Physical to mental work, and the transition from goods production to information production and marketing. Have resulted in new technologies in the field of information to reduce the cost of production and diversity in Products, also led to the emergence of entirely new products, and is a long-term specific to the authority of Capital; As a result, the so-called war of information, where the struggle for control of the Knowledge in every place; As a result of these changes become many disciplines is required, and solve . (Replaced by new specialties were not known before (Yassin 0.2001 With the shift from physical work to mental work creative change the bases of the Educational process in the industrial society, and it becomes necessary to rebuild the educational process to 20 A new basis, in line with the new reality, terms of developing the skills required by the labor market. And the formation of intimacy Using IT, especially those who are about to join the work force. And thus achieve Learners are regular role in real life away from the walls of the school, working on . (Optimum utilization of human wealth (Abdel Hamid 0.2006 2. Educational requirement: Is said to be the distance between information and human approaching the distance from the key Computer, and takes only minutes to reach is limited, it was the duty of every community would like Keep up with the information age to educate generations of digital literacy, and prepare them to face changes Successive. With this in mind has a lot of communities to make plans and strategies to integrate Informatics in education, and these strategies for teaching computer and the computer, and make Internet is an integral part of the curriculum, and employing technology to serve the educational process to improve Outputs, and is expected at the successful recruitment to become more active learners, and more Independence in their learning, The Internet, for example, be built a new knowledge of the learner, and bear Responsibility for learning through exploration and experience, and the role of the student will move from being a learner to Mtlguen . ((Alphentuch Sultan and 0.1999 It is clear implications for the IT in education to increase the collection rate of educated decisions Study, has revealed the results of the study (vermiform, 2006) for a clear increase in the proportion of students collecting First grade who have used the software, and creative abilities have grown is Other remarkably. 3. Social demand: Learner living on the flow of cultures and ideas in all directions, and the lifting of restrictions on Culture And thought, science and technology; and a natural result of this to the spread of electronic networks of Computer, Internet, satellite TV, and communication media. In this threat to Islamic culture Social and personality, Western civilization is transforming society for what it real Members of the community during the invasion of public and private emerging, and re-crafting, which has set up according to the form . (To destroy the elements of the community of religious, moral and linguistic (Alermash 0.2002 This school holds directly responsible for intensification of the tender in line with the cultural National heritage according to my approach derives its existence from the foundations and social values, and make fun of techniques In preparing the learning environment evoke the activity of the learner, check out his desire to open the treasures of heritage across the network Such as the Internet does not, and help him to adapt to the new changes in the information age, and develop consciousness Itself, and the same of others, and what is going on around him and keep our being able together a strong social To face the winds of change parameters of an authentic configuration to receive helpful and beneficial to leave the harmful destructive (Tadmoury, . (2002 Requirements of the employment of IT in education and training To achieve the vision and objectives of the employment of IT in education should be integrated All elements and processes associated with teaching and learning processes that occur within the school environment,
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So that each lead role effectively, and perhaps the most important of these elements: school, teachers, And learners, and curriculum, teaching methods, and hardware and software, calendar, and the learning environment, and with Following are the main features and specifications that must be it those elements: 22 Or not: the school In order to keep pace with the requirements of a school of the information age should be reworded Curriculum to suit the information technology, and work to establish the technical infrastructure and information technology in The classroom. It must also develop teaching methods to integrate with the development of technical and informational In the information age. And bearing in mind the critical importance of providing hardware, equipment and structures Technical infrastructure and sources of information and develop educational content of the decisions to ensure the employment of this Technology effectively in the educational process. To achieve maximum benefit from these techniques And the achievement of a school in the age of Almalommeltah must change curriculum content, methods Teaching, learning styles, management techniques, and other important components of the process . (2001), (Kallick and Wilson educational The bottom line is you should change the traditional role of the school and become in the age of Informatics investigators features and the following specifications: learner is the focus of the educational process. establish the principle of lifelong learning. Ability to learn and get to school and all of its educational facilities and non-educational from anywhere At any time. access to sources of information anytime, anywhere via the service . (Provided by the school (free 0.2001 Second, teachers The rehabilitation of teachers and prepare them to teach the curricula of educational information is the most important substrate In the success of the educational information. Whatever efforts have been made in equipment, devices and equipment 23 And build e-curricula, will not be all that the impact did not have the full conviction and faith in the teacher Importance of the project, and individual responsibility towards the continued development of technical skills. It should be planned To train all teachers on modern techniques, which include: computers, communications, and technical Information, so that they can follow up the students and enable them to employ appropriate teaching methods, And means of follow-up activities (technical) classroom or non-descriptive and in particular in the following areas: 1. Systems operation and maintenance of the computer. 2. Content and media usage efficiently and effectively. 3. Dealing with interactive displays efficiently and effectively. . (4. Scenes video processing (Osman 0.2004 It must also features a number of teacher skills and attributes including: 1. The ability to use modern technologies in teaching and learning process. 2. Enjoy a high mental capabilities. 3. Being able to design and publish the pages on the Internet learning. 4. The ability to browse the topics relevant to its own properties through a network of information. 5. The ability to manage the learning process effective and interacting with the technological environment (Othman, 2004, and . (Free 0.2001 Third, learners The employment project in the IT education requires an educated person has a level in which: Emtemcunnina Sciences of the future. 24 able to obtain information from various outlays. able to self-learning.
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 Emtemcunnina of communication skills, and improves access and deal with other cultures and civilizations. able to engage in society and meet the demands of the labor market. maintaining a religious identity and national levels. able to work as a team and collaborative work to achieve the spirit of competition. capable of innovation, creativity and decision-making and constructive criticism (Othman, 2004, and Alphentuch and Sultan, . (2004 Fourth, the development of curricula Must be taken into account in future curriculum planning information and education for the six steps to planning Curricula, which include: creating a shared vision of the curriculum, needs assessment and curriculum requirements The new school, describe and identify the desired objectives of the curriculum, identify and define the input Key to the curriculum, assessment of individual responsibilities, evaluation and assessment results, and must be designed curriculum A way that the overall growth of the learners in the following areas: communication, and cognitive side And emotional, emotional, social, physical, and should Tazzalmnahj use of technology through All educational materials, and must ensure that the curriculum post learners actively in the education process, .2001, (Abilock curriculum and meet the needs of society and culture into account (free 2001, In the opinion of Free (2001) and Osman (2004) that the school curricula of the future by the draft Informatics in education centered on the need to characterize all of the following specifications: Clarity of objectives and targets that the school is working to achieve them. 25 preserve the Islamic identity and national learner. To achieve inclusive growth and integrated in all areas. introducing the concept of continuing education or lifelong. belief in the importance of science and technology and the need to acquire skill and assets to deal with them. Training on the use of computer technology, communications and information. Achieve self-learning and distance education. Linking education to the needs of society, and the requirements of the labor market. acquire the thinking skills of learners of different types. composition of cash and mental development of innovative and creative talents. Fifth: teaching methods The development of teaching methods in light of informatics education is one of the most important requirements for success (F free (2001 (Sandholts, project information and education. Both the Sandholtz (1997 That teaching methods known to the teachers in technical schools in the (Abilock, and Ibylock (2001 The information age in the use of information technology in teaching must be characterized by some Characteristics of the most important: Use a variety of teaching methods to ensure mastery of basic skills and the overall growth of the learner, such as: The use of cooperative learning and effective way of lectures and role-playing, and perfection and exploration. To encourage interactive activities that increase depends on the creativity and experimentation such as: enhancing aspects Process, especially in scientific subjects, and encourage the initiatives and ideas from the learners.
Use teaching methods that rely on the learner, such as: A method of solving problems, learning Collaborative, exploratory learning, and learning survey. equipping classrooms to accommodate different teaching methods such as furnishing and equipping halls School furniture and technical equipment required, in addition to the ease of moving the tables And chairs. The use of information technologies in the teaching of all courses such as: the use of technology as a means of teacher Support in teaching on a permanent basis, on the other hand the adoption of information technologies on learners In the performance of their duties and requirements and the various school activities. On how to use technology effectively in teaching, (Kallick, and wondering Kallick (2001 Then points in the course of his answer wondered to a number of moves, including: appropriate to ask questions that guide the student to the various sources of information to be able 15

to configure Holistic picture of the subject to stand on the basis of divergent views. Help students to use various sources of information to reach general conclusions. employment of the technical potential in group projects and cooperative student activities. provide an opportunity for students to research and investigate, learn and accomplish the tasks the highest levels. Students assigned projects and tasks require the integration of knowledge and information from a number of disciplines Different. Help students to use technology and take advantage of its potential in appropriate ways. 27 Sixth: The hardware and software See Alphentuch and Sultan (2004) and Osman (2004) and free (2001) that the most important requirements Employment of information technology in the educational environment to provide equipment and hardware and educational software. The most important These techniques are as follows: provide schools with modern teaching techniques, especially computer and telecommunications equipment For use in both teaching and learning. To provide specialized courses for the teaching of informatics and information technology. Linking schools, other educational institutions through the expansion of the use of networks Contact information and local and global. Expansion of the product software. the adoption of modern information technology in education as a basis and not as a mediator. Provide education and information technologies in their various forms of access to information the most direct route And least expensive. contain the educational environment on interactive environmental equipment, and provide entry points for diverse networks Local and global, and e-mail, Google mail, and remote connectivity, and communication Direct, and satellite TVs and interactive, and educational materials instant global. Provide techniques for teachers and learners attend conferences and meetings from a distance, And discussions and other fast reactions from all parties that may participate In the educational process. Provide the potential of direct contact between faculty and students and educational administration and at home. 28 database management distance learning centers, virtual learning, and electronic libraries And educational networks. Seventh: Calendar See Osman (2004) it must be characterized by the methods of collection used by the calendar Teachers certain characteristics including: measure the different aspects associated with the collection of the learner, not the side as if the only measure of cognitive Educational attainment, tendencies and trends, and aspects of Marathi. based on reference standards are spoken, as if the collection of pre-determined standards of content and performance standards. The exams are available under the terms of questions linked to information networks, and requires that Determine the educational competencies, building questions and entered into the databases, programs and banks, questions, And determine the procedures for using these items. that the process of the calendar on the level of class and class, region and state level. vary in the areas of measurement, such as training tests, diagnostic tests, tests The capacity of general intelligence tests, and the duties and projects at home. Eighth: the learning environment Do you offer computer classes in schools, or in the libraries? Or at home? Reality is not There is a special place to provide information for learners, learning environment, but there are certain of this, it is Environments make the learners-centered, and teacher and mentor organizer and coordinator, and 16

can determine Specifications of this environment to be: 29 1. Active progress of the learners computing tasks based on higher cognitive abilities, and with learners Responsibility for the results they get after doing the tasks. 2. Constructivism, where learners enter the new information and ideas to prior knowledge to understand the meaning. 3. Collaborative work in which learners are in the form of group members assisted each other in learning. 4. Unintended and organization, have clear objectives and learners seek to achieve them. 5. Conversation-based social and communication; Vipadl where learners ideas and knowledge within the The classroom and with colleagues in other classes or other schools. 6. Contextual rely when making appointments to the duties and problems derived from the reality and life Real learners. 7. Of analytical interested in cognitive processes that have occurred in the learning environment (think of metacognition) . (As well as in the decisions that have been taken to get to the solutions (the invasion 0.2005 The role of the teacher in the computer-based learning The role played by the teacher in the case of using IT in teaching and learning processes Quite different from its traditional role. In the positions of traditional education the teacher is the primary source Of information, and less interaction of students and their activity, and it comes to the teacher to become a positive element Active in the educational process; where students overcome the negative character. Under the traditional system less Opportunity taking into account individual differences of self; where the unit dealing with the teacher is a group grade And not the student. In terms of management of the educational process in light of the educational system has become conventional wisdom, it SSH and not easy; subject where students gathered to fixed rules and regulations without the slightest regard for the requirements Individual. The study proceeding according to plans previously developed, and can not be neutral about whatever the circumstances Students. Beginning and end of the year, and the beginning and end of the school day, as well as the beginning and end of the quota, all 30 That depends on the decisions of a central. And the transfer of students from the lesson to another or from one school year to another, does not take Into account the performance of students and the actual levels at the individual level, the individual moves according to the movement Community to which he belongs, and move the group in accordance with what he sees organizers of the educational process in Right time and place, and less description can be described by the students under such systems . (They are learning in the service of the school, while the opposite should be true (Mouse 0.2000 Education systems and devices that use information technology in education, working to avoid all the points Weaknesses that occur in traditional education systems. Due to the nature of the educational situation that benefits The employment of information technology in teaching and learning processes, the role my father played the teacher becomes very Complexity, and cast it upon himself to a lot of responsibilities to the extent that the need to become more than One teacher to manage the educational process within a single classroom. That the teacher should have a high degree of preparation and efficiency of, to work in such These circumstances; where different concepts and beliefs rooted in the minds of many. In light of such Sophisticated systems is no longer the teacher is the primary source of knowledge and their carrier, but plays a fundamental role 17

In the management of the educational process within the classroom, and the direction and guidance, and assistance to individual This Omak, and deal with a huge amount of information, where they become the unit that deals with the teacher The student is not the classroom, and here changing the logo wrong: the student in the school service The right to become the slogan: the school in the service of the student. If achieved, such as the logo, we expect High level of education, which in turn is reflected at the level of graduates and enable them to interact with . (The era in which we live, the age of computer and information technology (Mouse 0.2000 Competencies that must be met in the teacher information Divided into technical competencies that must be met in the teacher information into three sections: 1. Teacher competencies in the field of information technology software. 2. Teacher competencies in the field of informatics knowledge and resources. 3. Teacher competencies in the field of information technology hardware and equipment. Or no: IT teacher competencies in software See mouse (2000) and safety (2002) and mouse (2005) that there is a set of technical skills That must be met by the teacher in the field of computer software, and these skills are summarized in Co-axes of the following: First: the teacher competencies in the use of software Efficiencies of use of the software is divided according to stages of use into two phases: the preparation phase, And the operational phase, the following explanation of these two phases with reference to the Maigom by the teacher of the work And how it's been done: Efficiencies of the process of developing software Means the phase of the setup here that period that precedes the actual use of students of the computer, or Educational software in teaching and learning the positions of separation chamber; competencies, it is at this stage, what The following: Ensure the safety of all computers and accessories, and safety of electrical connections, and should The teacher that is running, but prepare it all for experimentation. processing and provision of raw materials needed by students in computer labs such as paper your Printers, and disks that are used in information storage, and processing some of the tapes that Tstkhmha printers. 32 Review of educational software used in the processes of teaching and learning to become a teacher Intimacy, and know how they work by reading the instructions for them. 2. Operational efficiencies Efficiencies determined by this stage as soon as the learners to the computer lab or once you start The lesson, and skills at this stage include: Guide students to work computer which meets the lessons. It does not end once the distribution Students to computers, but may require the transfer of students from a computer to another, or Replace the existing code on the device if Ber.h other end of the student studied. Follow-up of students while working on computers, and to provide individual assistance to those in need, And direct some students to practice some different activities according to the circumstances of each student individually. Axis II: formation efficiencies of educational software The obstacle to the preparation of teachers in the courses they teach in the form of software Education lies in the need for familiarity with a broad knowledge of how computer programming, which disperses Their focus between the educational aspects and technical aspects, but the systems have authored media software Which are designed specifically for teachers to produce (Multimedia Authoring System) multiEducational software, an easy to use, where the teacher does not require any experience in 18

Programming. In the following competencies for Axis II: 1. Efficiencies of the design of educational software Competencies that ensure a teacher's ability to outline, which should be It is going to be the target, and production in the form of software, and his teacher selects goals 33 Public and private educational, and sets a vision of what Cham is not scheduled Christtwe of components, and this is like Map shows a public relations units with each other, and the content of each one and how to form Students in the decision, and follow in the course of the study, the method of their calendar, and the definition of the roles Teachers of those who implement these decisions, through the following tasks: 2. Efficiencies of the preparation and processing educational software The processing efficiencies of the design requirements of scientific materials and activities, images and sounds And video clips as well as programs for displaying sounds, images and video clips And revise and re-produced and placed in the appropriate picture to the requirements of the production code. 3. Efficiencies of scenario writing educational software Which is enough to qualify the teacher to write a scenario of educational software, and usually does so Experience the best teachers in the scientific material, and methods of Tdrisea, so mighty teacher known for his efficient Almaotdrisa, and be familiar with the various entries, for the teaching of all subjects of the decision, and be More aware of the designer in relation to the potential of computer and authoring system to be used, and Be in constant contact with the designer. 4. Efficiencies of the implementation of educational software Competencies that qualify a teacher to do the following tasks: know the potential of the computer and look at the components of the computer lab equipment, library images And a library of video clips (Sound - Mid Wave) and the Library of the votes (Clip Art Library) . (Video Clip Library) the use of computers in the review of some software for teaching some subjects in General, and topics targeted in particular, and to stand on its criticism of the Provisions of Strengths and weaknesses according to a list of specific items, and discuss how to develop them. 34 Use the computer to hear many sound effects, and see many pictures Fixed and mobile, and illustrations, and video clips, as well as training on the control And copy and merge; in order to choose what is required for the production of software. Use the computer to record sound effects, and draw a still image, and image production Moving images, illustrations, video clips, in order to create the necessary production Target software lab where not available. Review systems to be used, and work through the program target. After completion of the program is in full port testing program as a whole, for Through play, and seen from the perspective of the student, to discover any errors or amendments should be based Them. 5. Competencies to develop educational software: Competencies that ensure a teacher's ability to review the code is complete, study and study e E careful to criticize and stand on the Provisions of the strengths and weaknesses of the stomach during the calendar lists For this purpose, may require him to display the code on the number of supervisors and teachers, as well as Presented to the experts, the curriculum and teaching methods, and professors of educational psychology, as well as display Practically on a sample of students representing the community that will be applied when the original code, and in light of the Reached to modify them or recommend their use and dissemination. Second: The teacher competencies in the field of informatics knowledge and resources 19

The field of knowledge resources an important element of information, and is one of the components Its basic, have been identified Alaatari (2007) the most important skills a teacher should be available in information technology in This area, are as follows: 35 1. Efficiencies of the search for knowledge The teacher must work as a researcher for knowledge constantly, and be relevant to an ongoing And renewed with each new area of specialization, and in the methods of teaching, and what occurs to the community of Developments, and that students remain aware of what he can, privy to everything that goes on in his community And regional and global innovations, so that it can meet the needs of his students from their inquiries Different, and come to their aid with them and shut their hands to take the light of learning and knowledge, and become Teacher model in the abundance of his knowledge. Prior to his students to achieve self-learning has to achieve this learning Self in itself, and to develop itself down. The following is the most important skills necessary for the teacher to be a researcher: 1. Cooperation with other teachers, to work as a team collaborator homogeneous exchange of experience Including 2. Entrepreneurial spirit and the tendency to experimentation and innovation. 3. Possession of a number of books and references by Arab and foreign expertise. 4. Proficiency in dealing with the computer and the internet and modern technology do not Ouso sources Of knowledge. 5. Attend training courses, seminars, discussions and meetings of scientific papers. 6. Postgraduate Once availability has the potential to do so. 7. Follow-up journals, magazines and educational publications and scientific. 8. Find efficiencies in the sources of electronic information and are as follows: 36 access to sources of information via the World Wide Web. Conduct the search for and retrieve information through electronic sources of information. distinguish between the sources and resources is considered prestigious. Use scientific methods to quote from electronic sources. 2. Coordination of knowledge and competencies developed Is this aspect of the teacher in coordination between the various sources of knowledge available in the network The Internet, and courses of study for grades taught by bringing to the sites Knowledge related to his specialty, and then determines what proportion of subjects adhered to by his studies with Students, or the participation of students in the planning of educational content and classroom activities and classroom So that it combines the subject matter to be in the textbook and what add sites of knowledge On this subject, and then working on a study it in a way that the consistency in the knowledge that Wish to be won for his students. The following is the most important skills necessary for the teacher to be able to coordinate knowledge: 1. Be proficient in identifying various sources of knowledge offered by the Internet to research and investigate Targeted information. 2. That has the flexibility of thinking allow him to accept every new important and useful to enrich the educational process. 3. Be able to link the goals of education in the public phase of the aims of education. 4. Be able to determine the behavioral objectives for each lesson procedure to cover the area And cognitive and emotional skills. 37 5. Be proficient in analyzing the content of the lesson to its essential components of facts, concepts, laws and generalizations. 6. To be able to choose the teaching methods and attitudes of educational objectives achieved through 20

Behavioral. 7. Organization has mastered the subject and taking into account a logical sequence. 8. Has mastered the material studied by linking to other other materials to achieve integration between the curriculum. 9. Be proficient teacher to deal with changes and developments in line with his faith and with the philosophy of education And objectives. 10. Be able to train his students on self-learning and lifelong learning for those aspects Even the knowledge that instills in them from a young age in this age renewed. 11. Be able to train students to link new knowledge to prior knowledge to draw conclusions The lesson. 12. Be able to know the relationship between facts and concepts, laws and generalizations and principles And theories related to the substance of specialization. 13. To be able to identify the philosophy of science that represents the background of specialization. 14. Be able to master the material realization of specialization and its logical conclusion. 15. Be able to implement the appropriate method for each lesson effectively and adjust teaching methods according to the results Calendar. 16. Be able to teach students how to learn, not teach them to be science.

Third, teacher competencies in the field of information technology equipment and gear Has identified Alaatari (2007) these skills as follows: 1. Proficiency in the use of advanced learning technologies. 2. Master the practical applications of the use of computers and information networks and databases in teaching Material specialization, in addition to mastering the use of keyboard and mouse, and how to deal with units Input and output, and how to deal with the desktop, files and programs, whether or transport conservation Or deletion or modification, and dealing with volumes, and use a Office programs, And to overcome the technical problems faced during use. 3. Mastery of the practical applications on the use of multimedia in teaching specialization. 4. The use of audiovisual equipment and employment picture in solving instructional problems. 5. Ability to develop and devise ways and a variety of educational tools and emerging in the development of plans Daily and quarterly. 6. The ability to determine the technical specifications of the equipment and means of education and training. 7. The ability to conduct preventive maintenance of equipment and materiel in order to preserve them. Through what is already clear that the competencies that must be met in many teacher information, including Associated hardware and equipment, including associated software, and other resources associated with cognitive And search for information, the master all these skills may be difficult, but not Msthi not, For the teacher should seek to achieve integration and balance between them by focusing on those skills Related to his specialty and that help him directly in the process of teaching and training, but Certainly, the teacher will need to support and assistance in various forms from the institution to which he belongs To it. 39 The second topic Professional development for teachers The concept of professional development for teachers 1981) Professional Development, Neville, Firth, Alfonso) known as Alfonso and Firth, and Neville As a voltage regulator to improve the conditions of education, resources, and tasks to improve the performance of teachers, a A comprehensive process aimed at enabling all teachers, to maintain the level of Aa for their performance, and prepare them The new roles required by the requirements of development and renewal. Bolam has been defined the concept of professional development for teachers as that process which aims at achieving Four objectives: 1. Add new professional knowledge to teachers. 2. Development of professional skills they have. 3. Development of professional values and confirm the support of their behavior.
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. (4. Enable them to achieve effective education for their students (Madbouli 0.2002 According Houachin (1988) that professional growth is to increase the effectiveness of the work of teachers through Underserved improve productivity, raise the level of their career, develop their abilities and potential and the recovery Renew their knowledge and expertise to meet the educational situations and the exploitation of all around him to achieve the Millennium Desired. And professional growth can be defined as: a comprehensive process of cognitive systems and systems setup And training, policies, strategies and legislation, aimed at increasing the effectiveness of the work of teachers, of Competencies through the development of educational and productivity, in both its cognitive and behavioral, and raise the level of performance 40 Career in several areas, including: collaborative research, absorb everything that is new in the growth Vocational educational and scientific developments, mastering the use of educational methods, techniques, and to identify the Teaching methods and techniques. The objectives of the professional development of teachers The objectives of professional development to add new knowledge to teachers as well as developing their skills Professional development and emphasis on values and ethics in support of their behavior through the love of the profession and work for it Because the message of education Semitic message. As well as building educational leaders conscious school. Has identified the 2008) the objectives of the professional development of teachers in the following:) 1. Parking teachers on the latest teaching methods, teaching aids, educational technology and how to Applied in the field. 2. New knowledge of the means of evaluation and modern methods in oral and written tests. 3. Development of teachers in all aspects: academically, professionally and personally and culturally. 4. Add new professional knowledge to teachers. 5. Development of professional values and confirm the support of their behavior. 6. Enable them to achieve a successful education for their students. 7. Development of the creative aspects of their motivation and that includes teaching the creative aspects. 8. Linking teacher its environment and society and the local and international training on planning skills to document the link between him And the local environment and the skills and evaluating the implementation of these plans. 41 And the quality of teachers depends largely on the programs before they are engaging in the profession Education, if the programs were a good education to be effective, so the teacher preparation programs in any Country in the world affecting the quality of education in that country. And therefore that the existence of a program of professional development will bring several benefits, including teachers give a selfAnd flexibility in dealing with matters relating to daily work and contribution within the responsibility of everyone in the growth And develop and improve performance, particularly Ttoiralmadrsh and performance. Reasons for interest in professional development for teachers Represents the most prominent teachers of human inputs of education after students, and demonstrates the importance of the role that They are doing through education and upbringing and guidance of children and young people for the distant future and the near end Whether. It also shows their role in the quality of education and then in shaping the future of coming generations and the life of Peoples. The importance of attention to professional development for teachers for several reasons, including: 1. Information and communication revolution: the focus is at the present time to communicate with Information and communications revolution that took place at the end of the twentieth century and the beginning of the century And twenty-exploitation of the best exploitation. It could be argued that we are now witnessing revolutions in separate PAG
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Parallel, one of the information revolution, where the vast amount of information available on almost everything In addition to the diversity of shapes that they can gain access to the information, which is increasingly Continuously. And the other is the communications revolution and by which they can transfer all kinds of information At the local level or across the region or even across the world using electronic means more complex The enormous speed and greater confidence in this technology to transmit information Excellent (Packard and Reese, . (2003 42 2. Speed of change: educational systems are living a new educational revolution, where the context in which it works The teacher to shift and change successively. And counted on the basis of teacher education and to be factors . (Which contribute to the spiral core personal and professional development and community (Jose 0.2001 3. Scientific and technological developments: it has imposed changes and developments and technological knowledge The teacher should keep pace with these developments, as imposed on the institutions and the need for teacher preparation To review its goals and methods, strategies, technologies and activities related to the preparation and development In order to enable teachers of competencies and skills required by their roles in the community of the new revolution . (Scientific and Technological Advice (Khatib 0.1997 4. Development of society: the speed of evolution of life in society and the changing demands, the school had to be Keep pace with life outside in the evolution and change, including content so you can check its function Social. And the teacher is not the generations in a vacuum but as part of the community stand up and change. And then Evolution of the continuing professional teacher is to be a powerful tool that helps the teacher on the evolution and development in . (Various areas to keep pace with the evolution of society in which they live (Labib 0.1983 5. The development of educational and psychological sciences: developments reached by Educational and Psychological Sciences of Theories of learning and modern methods of teaching and interaction with the students, the teacher had to see the need to . (For those changes to take advantage of them and apply them in reality on the ground (Happy 0.1994 6. Continuity of activation and activation of the teachers: attention given to the process of professional development for teachers is in the framework Self-development by the individual himself, he knows himself in a constant throughout his life, and work To guide the process and its success makes the teaching profession is not a favorite with the teacher and to the same again . (For mental activity, and production is increasing in quantity and quality and achieve satisfaction for himself and his work (Hyacinth 0.1988 As clear justification for the professional development of teachers through the following: be able to achieve the goals and aims of education. 43 the trend towards professionalization of the teaching staff. the revolution in information and communication technologies. developments in the field of teaching and learning strategies. developments in the calendar. orientation towards the application of comprehensive quality standards. multiplicity of roles and responsibilities. . ( knowledge revolution (Ali 0.2008 Methods of professional development for teachers: The teacher can not live his life over a specific set of knowledge and skills And competencies, opened the needs of internal pressure, and the tremendous progress of knowledge, which is characterized by the current era, It must keep the teacher at the level of renewed information, skills and modern trends in Teaching methods and techniques, for the teacher education process continued and sustained growth, is the creator Teacher Seeker of knowledge throughout his life in the community of permanent learning and development in the technology and information revolution,
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And not the teacher, which is limited in his knowledge and skills acquired in institutions Setup. Has identified Ali (2008) methods of professional development for teachers in the following: 1. Classroom visits It aims to help the teacher to develop their abilities, and make it new skills and to avoid the aspects of Palaces, and during the visit, the teacher is directed to overcome the shortcomings or technical problems on the 44 That there be cooperation so as to benefit from the experience of the teacher of each department head and directed the development of technical The educational process and see the new in the field of education. 2. Exchange of visits And is among the teachers within the department, especially those who are taught the same curriculum For the methods and techniques which they depend, in performance, to be discussed after the visit Positives to support them and avoid them in the notes to the educational atmosphere characterized by friendliness, achieving an integrated experience Between teachers, on the other hand are mutual visits between teachers for other schools On their experiences and expertise and leadership lessons to be held, whether governmental or private schools. 3. Typical lessons Means of professional development for teacher preparation and attend classes at the school level model Or at the level of special education schools in the area because it is accurate in the preparation and supervision of the President Section by the trustee and good Gh behavioral objectives and innovation in the style of performance and teaching methods And innovation in educational technology, teaching aids, and diversity in evaluation methods, are also holding a Discussion after the completion of the lesson model in the presence of technical guidance and head of department and teachers From within and outside the school, which contributes to the achievement of integrated experience and level of excellence in performance 4. Seminars and workshops According seminars significantly in professional development programs for teachers, which provide opportunities For participants to exchange views and ideas to reach their desired goals, and provides the opportunity For innovation and creativity through outstanding questions raised by the participants. The workshops were called That name; it represents uncle does not lead to the production of educational materials and tools utilized in the educational process Participants also acquire during their workshop information, and multiuser skills. 45 5. Technical meetings and administrative Head of Department who is the creator intensify administrative and technical meetings for teachers to discuss all Respect to the educational process can also create an atmosphere in the educational field some of the problems out solutions Successful it can be trained as teachers to manage the meetings of the technical and administrative staff for the preparation of future Heads of departments. 6. Training courses Raise the professional competence of training courses for teachers because they contribute to the development of style or performance Diversity and creativity in the use of techniques and methods of teaching or learning from your computer, And take advantage of information technology, and also courses which are held in the methods of teaching methods and art Deliver information and other courses which are held by the technical guidance, or between schools The level of the school district or between Departments in the same school to achieve expertise in integrated Different disciplines. 7. Self-development And check out procedure and the teacher was keen to develop the same reading and the use of the library, reference Essential for professional development, and strive to see the latest educational theories for the development of modern
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The personal side of the teacher. 8. Internet Successful teacher familiar with the sites of the educational process to the Internet, can also be That each teacher preparation site on the Internet, shared by every section of the school, to develop what has been Work done or information useful in the educational process; to be shared with other schools Vtam interest To all teachers. 9. Teaching style miniAnd is based on the division of the classroom training on the attitudes of a small period of not less than all of them For five minutes, with colleagues of the teacher representing the learners with the use of video cameras to record The educational process, can be displayed even then to know the teacher who teaches this position Teaching small mistakes and adjusts its behavior. One of the main advantages of this approach is that it will enrich Of information from multiple sources such as: View the teacher to himself and then the performance analysis of this performance Fe and undefined errors, and discussion with colleagues, and is the training on teaching skills in Real, and can get to the desired level of perfection as it saves the teacher time and time-oriented Supervisor of the training. 10. Educational lecture Process-oriented communication between the supervisor and the teachers, in which the supervisor to provide a range of Ideas and information, are prepared and organized before they are submitted. 11. Educational seminar Meeting a group of experienced educators to contribute to the educational and study the problem of finding Appropriate solutions and where given the opportunity to discuss and express opinions on the subject by the participants In it. 12. In-service training Each program is structured plan can be the teacher of educational growth in the profession to gain more Of cultural experiences behavioral, and all that would raise the level of teaching and learning processes, and increases the Potential productivity of teachers, and must for this training from the prior plan or strategy and objectives of informed Selected. 47 Has imposed changes and challenges of contemporary teachers to continue the process of developing Themselves, have identified Awad (1994) teachers in ways to develop the following: 1. Free readings: the readings are free means that enable the teacher to follow the flow Knowledge and keep up with the massive information revolution. 2. In-service training: The concept of in-service training to the concept of continuing education or education Life, and overall objectives of the in-service training: interest in the community and its culture and its problems and studied conscious and analysis of its objectives is not a deep analysis. interest in science and scientific thinking and empirical research. interest in aspects of scientific and professional understanding of the value of education. 3. Research seminars and meetings of the faculty: According to research seminars in the exchange of teachers Information and perspectives, and enrich the cognitive aspects of teachers on an ongoing basis, and on the The basis of a positive and teachers can customize the appointment of any material periodically to hold these workshops research To remedy what may face problems. 4. Complementary studies innovative: seeking innovative complementary studies to the completion of studies Teacher or to get more of them after graduating from the institutions set up. 5. Conferences and seminars: participation in conferences and seminars helps the teacher to the continued growth Through what he suffered from issues dealing with different educational issues. 6. Distance education: based on postal correspondence, and includes many of the most important elements of
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Educational materials and educational experiences that are meant teaching them to individuals who benefit from this Method is the preparation of such a special setting materials. 48 7. The mass media: The mass media play an important role in professional growth Where the teacher contribute to the dissemination of knowledge and ideas between members of the community as well as clarify many of the Things, Preparation programs and raise the efficiency of teacher professional For the preparation of teachers, professionals are able to meet the challenges of information age must Work on creating the regulatory and structural frameworks that ensure the provision of trained and qualified teachers, which Identified by Jaber (2001) within the following two programs: The first program of vocational teacher preparation. The second program: raising the professional competence of the teacher professional development. Or not: professional teacher preparation program Must consist of the teacher preparation program of vocational three main elements: 1. Elements of the technical preparation (technical): These elements include two groups: the elements of general culture, Professional and technical elements. A. Elements of general culture The aim of this element to the development of the general cultural level of the professional teacher to enable him to interact Active with the local community and abroad as a teacher and a citizen and human being, and include elements of general culture To: Selected topics from the social sciences and humanities. foreign languages, especially English. 49 Computer, which has become an important element in the present time. B. Specialized technical elements The aim of this element to qualify trainers with information theory and basic knowledge of science and professional Specialized skills and relevant scientific field of specialization. These elements include three Groups of elements are: the elements of basic science that will enable the coach to expand and deepen his understanding of concepts and facilitate the The process of absorption of Science specialized professional. It is these elements: topics of physics and chemistry Mathematics and technical drawing and others. Elements of professional science specialist covering the technical aspects by area of jurisdiction. One of these elements, for example: auto mechanics topics, engines and systems Hydraulic and pneumatic for the specialty auto mechanics and mechanisms. the elements of practical training and practical skills that cover aspects of the profession by performing Vocational training will coach the trainees. 2. Elements of the educational preparation and behavioral The aim of this items to the teacher education professionals educational methods that enable them to Planning activities, training, implementation and evaluation. The purpose of the transfer of knowledge and practical skills Professional trends and the right of the learners. These include items on: the basics of designing training programs and identifying accessories and patterns of implementation. methods of supervising the training and follow-up and management of facilities and sustained. techniques and methods of training and use. 50 Methods and tools to the calendar. aids and preparation and choice belief. the general principles of teaching and learning and theories of learning and using them effectively in the training process. 3. Experience:
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Means the exercise of practical experience of students / teachers who are working professionals to work as teachers Effective in their field and in the field of training for an appropriate period of time to achieve the following objectives: acquire complementary practical skills that are not covered in the technical preparation program. improve the level of their performance of practical skills acquired through the program of technical preparation. subjected to the conditions of the real sector, which dominates the work and production to enable them to simulate this Conditions in the training process, especially in the area of production through training. familiarize them with the type and nature of the technology used in the reality of work and production to enable them to Design of training activities and in particular the process of so as to be compatible with what is applied In reality. Enhance training methods has through their planning and implementation of training activities And evaluation. Second, a program of raising the professional competence of teachers, professionals This program aims to meet the training needs of renewable professionals and teachers that arise In the light of technical and scientific developments and applications in the field of work in terms of: 51 1. Entry of material, equipment and new tools were not present at the time of the setup program Director of professional development. 2. The use of technical information and methods were not present or applied in the past. 3. The use of new training methods. 4. The emergence of new roles for teacher professional in light of the need for rehabilitation, which requires the teacher to enable him to perform These roles the right way. 5. Change because of the work of teachers of vocational promotion, transfer or other reasons leading to Change in the nature and type of tasks performed and the degree of depth. It is clear from the foregoing that the teacher professionalism in the information age is facing several challenges have emerged A result of information and communication revolution and the explosion of knowledge, there are many technological developments Rapid and successive, in addition to congestion information and the multiplicity of sources, as numerous and varied Tools, means and methods of teaching and training, all of these challenges imposed on the teacher and the reality and the role New if it is to maintain his status and his respect and his educational, so do not be a teacher To be a teacher and a learner at the same time, always trying to develop itself professionally, technically and technology, as That these challenges require new roles and responsibilities had the responsibility of the Ministry of Education and Higher Education And educational institutions and training of them, if they are to elevate the level of quality output The educational system at all levels and types, and this requires them to give favorable consideration to those Challenges at the policy and strategy development, and provide all the potential human and material For the implementation of plans and strategies. 52 The third topic Industrial education The concept of industrial education The industrial education can not be divided for the educational system in great shape on the Ever, the industrial education in its breadth is the kind of education that makes an individual Capable of working in a range of professions better than its ability to work in another group, which in this Differs from the public education that is matched in importance, although he is not, uh, individuals not to work (AlKhatib, . (1995 It's the kind of formal education that includes educational preparation and behavioral guidance In addition to the acquisition of skills and professional capacity by doing a regular level of institutions High school for the purpose of preparing skilled workers from various fields and professional disciplines which
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Makes them able to carry out the tasks assigned to them, to contribute to the production of individual and collective, Akunan and a link between technical skills (graduates of institutes of technical education) and unskilled workers. 3) years and is usually after a period - and it takes the setting in this type of education, duration of (2 . (Basic education and age groups of 15 + years (Fellata 0.1994 The emergence of industrial education in Palestine Is the emergence of the education system and vocational training in Palestine to the pre-(144) years ago, when Allowed the Ottoman government of the population and communities in 1856 the establishment of schools as it deems appropriate in Palestine, the Arab-Islamic schools spread across the private and foreign missionary schools, create the 1860 school orphanage Syrian-German "Schneller School" as the first foreign school focused on training Professional and vocational and manual creation of a number of workshops for training such as sewing, carpentry, blacksmithing, and binding 53 Books, printing, shoe manufacturing, and turnings, pottery, and was designed to enable orphans . (To support themselves by acquiring a profession (Abu-Lughod 0.1997 In 1863, established a school in Bethlehem Alszayan career as a teacher to achieve the Millennium Itself to Schneller School. In the era of the British Mandate, the orphanage was established in Jerusalem in the Islamic 1922) under the supervision of the Supreme Islamic Council in Palestine, as a teacher to help the orphans industry) And the needy in the provision of a decent life by acquiring a profession in this school (Abu-Lughod, . (1997 The school was established in agricultural Khadouri (1930) in Tulkarm, to train students of villages Arabs who have completed primary school on the method of agriculture for two years of public seminars, the Three years in 1943, due to successful graduates work as farmers in their villages and to train Other citizens. In 1933 established the first vocational school in Haifa, government, and established the first Training center in Jerusalem in 1948 by Lutheran Federation. He was transferred to Beit Hanina, in In 1964, and most of the students enrolled in the center of the orphans and the children of poor families . (And refugees (Abu-Lughod 0.1997 The most important role in the development of vocational education of this period was carried out by UNRWA For Palestinian refugees, which established two centers for vocational training in the level of secondary education, One in Qalandia in 1953 and the other in Gaza in 1954, has established two centers for the rehabilitation of . (Refugee children professionally so that they can support themselves and their families with dignity (a standard 0.1991 Since 1958, during the Jordanian rule, covered the education system, vocational training and technical Secondary education and higher education under the umbrella of the Ministry of Education of Jordan, where Government established and Relief Agency International a number of vocational schools and vocational training centers And community colleges. 54 As well as private institutions and UNRWA has entered a new factor in the sixties to Industrial education. I started the Ministry of Education of Jordan interested in industrial education, creating a number , Of the industrial schools in the Kingdom, including the industrial high school in Nablus in 1962 And then to the Arab Orphan Haktha House, a private institution, creating a secondary industrial school in Jerusalem (1965. Also established a Ministry of Education of Jordan centers of industrial activity in the (23 Preparatory school for handicrafts in blacksmithing, carpentry, electricity and sometimes on the simple, the goal In these centers is to generate a love of manual labor with the student and encourage him to practice without shame, And give the student a notion of the industrial education, that may lead to a heading to school . (Industrial after completing preparatory school (standard 0.1991 Have suffered the education system and vocational and technical training, such as other systems at the hands of the occupation Result of the Israeli war of 1967, and still suffer to this system now, as it lacks administration Standard and effective legislation, and still carries the characteristics of the past, as well as through deliberate neglect The period of occupation, and directed to serve the Israeli economy through the establishment of vocational training centers Traditional organizing short training courses of (3) to (8) months, often in the field of construction such as
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Construction and Altobar, and tiling, and Algosarh, and turning, blacksmithing, carpentry, sewing, painting and Tgeles Cars graduates to work as laborers in Israel, low skills, low wages, thus . (Depletion of the Palestinian human material, and the lowest return of the Palestinian economy (padding and others, 1997 Israeli authorities have established three schools, secondary industry, established In 1973 School authorities, the military government of Deir Dibwan secondary industry in Ramallah, in the same period Established in cooperation with the Jerusalem Municipality and the Israeli Ministry of Labour and the Foundation "ort" of industrial education School Abdullah Bin Al Hussein Industrial Secondary School in Ramallah, and finally established the Israeli authorities Industrial secondary school in Tulkarem and so on. The project has also been structural transformation in the Arab . (Jericho to secondary industrial school in 1985 (standard 0.1991 55 Has given the Palestinian National Authority when submitted to the homeland in all vocational education Vmutir attention and care to create as many vocational schools in the belief of the importance of this sector Of education and its role in the national economy, creating six schools in the West Bank and Gaza which was Four in the West Bank, Jenin industrial high school, secondary school Qalqilya industrial Salfit secondary school and industrial school for girls and vocational secondary role, and two schools in the Gaza Strip A secondary school of Deir al-Balah and Industrial School for Girls Strip has attracted high school career this Schools, many of the students in different disciplines (for colleges of public administration, education . (Vocational and Technical 0.2008 Characteristics of industrial education Characterized by successful industrial education programs with a number of characteristics that must be met to ensure Effectiveness and efficiency, and perhaps most important of these properties: 1. To be closely related to the educational goals of the hand, and the world of work and production of On the other hand. 2. Education programs that are consistent with the educational process industrial Batarha broad and comprehensive structure Constitute an element of the balanced development and the continuing capacity of the individual. 3. Continuity in modernization and development in the means and methods and keep pace with technological developments. 4. Integration and combination of training in the workplace (training Allamasse) and training in the organization Educational (institutional training). 5. To be economically and The payoff is high and usually reflected on the efficiency of training methods Used and the quality of equipment and ways to take advantage of various training facilities.

6. Integration and interaction between skills and performance of scientific applications on the one hand, and the information Technical and theoretical scientific foundations that support these skills and form the base of the other. 7. Industrial education be successful in its planning, design and implementation in line with the environment, And maintain and keep away from pollution, and provides safety and security for workers and equipment (Egyptian, . (1995 The general objectives of industrial education See Egyptian (1990) that industrial education programs as one of the branches of vocational education programs Share a set of general objectives, whether these programs to prepare students to practice the profession Certain, or to raise the efficiency in the profession practiced by the concept of continuing education within the education Sustainable, or to vaccinate the public education aspects of professional and technical. On the other hand is characterized by each type of These three types of vocational education programs dictated by the objectives of the private nature of these programs and classes
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The target. Vohdavh public are: Or not: the development of positive trends for the trainees to respect the work and consider him as one of the main values Which derives from community growth and development trends. Second, in the field of individual development, contributing to the balanced development of the capacity of physical and mental And emotional values of the individual and the moral and aesthetic has. As well as the provision of appropriate facilities to obtain the individual Skills that are responsive to his needs and desires, and thus growth of the maximum to qualify his abilities, And contribute to improving the opportunities in front of him. Achieving this goal requires that vocational education programs are designed To take into account the characteristics of the target groups and individual differences, and are based on solid scientific and technical, And to be a broad-based far from the narrow specialization, taking into account the requirements and aspirations of the individual. 57 Third, in the field of social and economic development: harmonization between the skills acquired by Students through vocational education and the needs of the community and the requirements of social development And economic as well as the harmonization of existing and projected needs of various levels And between disciplines and professional preparation programs in general. Achieving this goal requires coordination and respond to the needs of the economy and areas of work Between the training programs, and calls for the renewal and development of training programs as needed, as well as Provide different types of training to enter the profession or to change or to increase the efficiency of workers, etc., In response to the evolving needs of different areas of work. Fourth, strengthen the capacity of students to understand scientific principles and technical applications used in various Areas of work and production. This calls for a closer relationship between skills and performance information And scientific concepts and technical, and requires use of field trials and applications in sites Work and production as much as possible. Fifth, deepen student understanding of the relations of economic and social conditions in the areas of work which Calls configured for integration into working life. Achieving this goal requires the effort of education Professional, combined with many of the good practices and useful, and these practices: 1. The economy and interest cost components of labor and production. 2. The link between product quality, costs and market requirements and possibilities. 3. Safety and security for personnel and equipment. 4. Preserve and protect the environment from the effects of professional work. 5. Identify the labor legislation and professional relationships. 58 6. Management and Administration in professional work. 7. Development of creativity in terms of attitudes towards work and professional dimensions and requirements and constraints Different from the other. And to achieve this goal is reflected in the quality of student work And teaching methods employed by the designer at the existing program and implementation of vocational teachers. 8. Maintain the craft traditions of national and transfer and development, through patterns of local And environmental, which take into account when designing programs of vocational education and implementation. 9. Harmony with the principle of continuing education and continuing education, in view of the vocational education That episode of the continuing growth of the individual. Specific objectives of the industrial education Or not: The goals of industrial education which is part of the preparation of the trainee to practice Profession as follows: 1. Acquire skills that would qualify the student to exercise a body of work in a particular profession within A specified level. 2. Gain a broad base of skills to expand the horizons of student work in front of and increase opportunities Use him and help him progress to the level of performance. This requires moving away from Narrow specializations and limited skills.
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Second: The goals of industrial education to raise the efficiency of the learner in the profession as practiced by the The following: 1. Enable adult learners to remedy deficiencies in the former professional preparation. 59 2. Help the individual to update his skills and regeneration process in the field of vocational exercised and enable Follow-up of developments in the profession, through training on machinery and equipment New or new working methods. 3. Expand the horizons of the profession to improve the individual and the opportunity to work available to him. 4. Raise the performance level of worker productivity and improving the quality and quantity. 5. Transition from a new level of skill to rank higher in the work, and designed the training program Practical in this case to achieve the level or the requirements of the new location of the worker. Third: The goals for education which is part of the industrial aspects of professional and technical In public education as follows: 1. Contribute to expand the horizons of public education, and build a bridge between him and the world of work and production by Practical experiences and practices applied by the student. 2. Guiding students towards a future career, by providing them with professional expertise and multi-process To base their choice for the good of their mission. 3. Use practical skills to practice with activities that are beneficial economic effect on leisure In home and community which contributes to improving the environment and quality of life. 4. Provide students who do not continue their formal education a set of skills that help them . (Development of appropriate attitudes to work (Egyptian 0.1990 Industrial schools in Palestine There are in Palestine, fifteen high school industrial distributed in the West Bank and the Gaza Strip, one of the ten schools belonging to the Directorate General of colleges and vocational education 60 And technical in the Ministry of Higher Education, and one school under the Ministry of Religious Endowments, and three affiliated schools The private sector. The Annex (1) between the distribution of these schools to the provinces and the supervising authority, with Clarify concerns and laboratories are available in each school. While Annex shows (2) Distribution of Students .2009 / Professionals and teachers in these schools during the academic year 2008 In this context, must we review some of the topics directly related to school Secondary industry in Palestine, including: the system of study, student enrollment and conditions of the school Industrial, and the paths available to students after graduation from the industrial school. Or not: the system of study Student studies in the industrial school for two years (the first secondary industrial + second secondary Industrial), where he spends three days each week in its operator, the application receives And practical training and industrial engineering drawing, but in the rest of the week, the student receives lessons Theoretical Investigation of different e in the most important: mathematics, physics, and the Arabic language and Islamic education, And information technology, and English, as well as specialty materials, namely: science industry, And industrial design, and practical training, and Appendix (3) shows the detective branch of assessments for students Industrial grades in the first secondary and second secondary industrial industry. Advance the student at the end of the second year of secondary school certificate examination in public Branch of industry, and the right to join a successful test in the universities and technical colleges in programs Corresponding to the specialization, or go to work in the local market in the area of competence (the General Administration . (For colleges and vocational and technical education 0.2008 Second: The conditions of admission to high school student of industrial In terms of the following high school student enrollment of industries: 61 1. Student success in the tenth grade. 2. The student must pass the entrance exam of the school industrial, which is a test
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Testing the student in the basics of Investigation mathematics, English and technology. Also subject The student for a personal interview to determine the level of behavior. 3. The student must be free of diseases and disabilities. 4. The desire and inclination professional. 5. Not exceed the student's age (20) years at the beginning of the new academic year (the General Administration of Schools . (And vocational and technical education 0.2008 Third, the student after graduation from high school industrial After the success of students in secondary school and obtaining a secondary school certificate in Branch of industry will be two lanes in front of him: The first track: moving to work in the local market where the student has acquired the skills Adequate and practical experience which qualifies him to work in his profession and specialization. Track II: college enrollment or college or university to complete his higher education and there are many Disciplines and areas open to the student of industrial, including: 1. All engineering disciplines (EE epidemic, and electronic and computer, and communications, and industrial And civil, architectural, and mechanical), and point out it is not necessary that the student studies in University of specialization in the same school, then do not have the right of the engine electronics graduate student to study Architecture. 2. Disciplines of education. 62 3. Specialty information technology. . (4. Disciplines of Management Science and Finance (General Directorate of colleges and vocational and technical education 0.2008 Methods of teaching and training in industrial education Classified methods of teaching and training used in industrial education into two main sections: Special section of teaching and training outside the workplace, and a special section teaching and training in place Work, and the form (1) shows the methods for each department. Categories teaching methods and training in industrial education On Job Training in the workplace Off Job training outside the workplace Form (1): rankings teaching methods and training in industrial education Classroom Programs 1. Lecture Discussion 2. Discussion panels 3. Dialogue teams Demonstration 4. RD Practical Training 5. Practical training Assignments 6. School-work Exercise 7. Exercises Application 8. Applied projects Projects Case Study 9. Case study Role Play 10. Role-playing Simulation 11. Simulation Apprenticeship 1. Apprenticeship Coaching 2. Guidance 3. Practical training during the study Internship 63 Off Jop (or not: teaching methods and training outside the workplace (within the school The following is an explanation of these methods: Classroom Programs 1. Lecture The lecture method is one of the most commonly used as they represent one of the most Methods used to transfer knowledge from one party to a small group or large audience . (Kroehnert, 2000) One of the main advantages that it is possible for the coach deliver a large amount of information at a time Short, and be effective when the number of interns frying not to allow discussion and have a coach
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, Mondy & Robert) skill in the use of assistive devices to maintain the attention of the trainees . (2005 Discussion 2. Discussion The exchange of knowledge and ideas, and opinions among the trainees and the trainer freely. Suitable when Information to be presented for discussion, or when we want to infer or change directions. Here is Trainees are more willing to change their attitudes after the debate unlike the case if we telling them during the Debate the need to change their attitudes. Serve also as a means to get the effect for the apostate The coach about it and how you can apply the knowledge that the trainees have obtained Them. Trainees may be exposed to the fugue on the subject or fail to discuss it properly. The The entire discussion be dull and vague. Trainees have to stick to baptizing Batjahathm instead of . (Readiness to change (Tawfiq 0.2007 64 Panels 3. Dialogue teams 3) under the guidance of a coordinated team to provide the dialogue - in this way the number of individuals (10 Their views on the subject or problem, or at certain points of a broad topic (Zubaidi . (Et al. 2001 And usually include the nature of this method which is based on participation would be the acquisition of The attention of the trainees. It is possible that this method takes many forms. For example, as in Training through which a discussion group while another group observing Althalat Between members of the group. In general, such groups allow attendees to learn from Experience of others, and enable them to practice and increase the skill level to express Self, but sometimes there is a risk of lack of control of the bug on these groups (Say, . (2006 Demonstration 4. RD The coach in the way of actual performance demonstration of the process or work, where it displays For the trainees what to do and how to do it, and is used to demonstrate the explanation: Why, where, and when, is So. It uses scientific statement in the following cases: Training on the kinetic processes or procedures (how to do something). Training on problem solving and analysis skills. Clarify the principles (why something works the way it works). Training on the operation of the devices. Training on the team approach to work. 65 Statement-level model of the technical workmanship. training on safety procedures. One advantage of the demonstration: A. Take a little time. B. Not linked to a specific number. T.. Describes the method of demonstration of vision, by displaying the integrated performance of the procedure, with surrounding Relations between the procedure and steps to achieve goals. W. Method of demonstration has attractive representative. The disadvantages of demonstration it is represented in the need to skill is very high, and crash In the hardware causing the failure of demonstration, as it requires the transfer of equipment to place the statement, and may not . (Commensurate with the cost of transportation revenue statement (Zubaidi et al. 2001 Practical Training 5. Practical training Technology based hands-on method of learning by discovery, which are based on the The most effective way to learn when it is on the trainee to discover and clarify himself. And requires This approach would be a clear vision in the first place about what the trainee needs to Knowledge to be able to implement its responsibilities efficiently. It also requires identifying the place which may be obtained Information, and then after that give the trainee a summary of the information necessary and may determine the Projects that depend on it. In the end, is to report to the person responsible for monitoring . (Progress and provide guidance (Say 0.2003...
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 Assignments 6. School-work The coach in the way of homework assigned readings in the books of trainees or Patrols, or cost them a draft or research, or giving them problems or exercises for training on A particular skill. Homework and are used in the following cases: Definition of the trainees in a particular subject, so before you eat it in class or in the lab. Boot to a lecture or demonstration or discussion. taking into account individual differences in abilities of the trainees or their background and previous experience through Duties. provide an opportunity for trainees to review the material covered in class, or do Exercise necessary for the development of skills or the ability to solve problems. Provide the trainees to enrich the educational materials. One advantage of homework: A. Cover a large amount of training material in a short time. B. Also, this method gives trainees the opportunity to do enough exercise to make sure the proficiency The skill of a particular topic. T.. Guarantee the provision of content, according to the viewpoint of the person who set up the training material should be of no Limited to the perspective of the coach. The disadvantages of homework: A. Require a realistic and highly trained. 67 B. Follow-up duties is a burden on the coach. . (D.. Difficult to evaluate its mistakes (Zubaidi et al. 2001 Exercises 7. Exercises The performance of the work of a particular exercise to reach a particular result, and following the method specified by the Trainer. It is a drill or test of knowledge be known before the start of the exercise. May be used Exercises in the discovery of the current knowledge available to the trainees. Ooavkarhm before providing them with information Additional or new ideas. And suitable exercises with individuals and groups. And suitable for any position needs The trainees to practice on a particular style of performance to achieve a particular goal. Trainees shall be in This case (fully integrated) to a large extent. Exercise is a form of education that are effective extreme. The exercises must not be used Of the official tests to identify the amount of absorption of the trainee, and the coach who has available Capacity for innovation focuses the use of this method. Must have realistic exercise. Should also be Ensure that the final result of the exercise can be accessible to the trainees and the trainees will lose only . (Confidence in the way and get frustrated (Tawfiq 0.2007 Application Projects 8. Applied projects Similar exercises but they give the trainee a greater opportunity to display creative and innovative ideas The coach identified the work or project to be done to leave a way to access the Target trainees. And can be directed projects applied to individuals or groups, like the Exercises. Suitable for testing or exciting innovation and creation. Allows projects to get the effect of an apostate The personal skills of the trainees and also for knowledge available to them and their attitudes to work. Can Projects must not use the official tests as is the case with the exercises. This method fits Innovative coach. It is necessary to implement the project, which captures the attention of the trainee fully. 68 It should also be linked to the needs of the trainee. If the trainee fails or he felt he failed in the performance of The project will lose confidence in his role has quarreled with the coach. Trainee has usually very sensitive . (Toward criticism of the implementation of the project (Tawfiq 0.2007 Case Study 9. Case study Is a description of the state of the process and where it is realistic to focus light on the specific problem, This problem can be solved more than one way, using the fundamentals and theories are given to the trainees In advance. Often be written case study, but possible to be illustrated, and the analysis of
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And solve the problem either individually or collectively or both methods are combined. The study is divided Case into two main sections: study in which a trainee diagnosis of the causes of a specific problem. study in which a trainee to resolve a specific problem. The aim of it: 1. Suitable to look at the problem or to certain circumstances, a quiet look away from the pressures Available positions in the truth. 2. Allows the availability of opportunities to exchange ideas and alternative solutions to the problems faced by the trainees in The work. May be conveyed to the trainees a false impression of the actual work. Trainees may fail to grasp that Decisions made in actual situations may differ from decisions made in the positions . (Conway, Charney, training (2005 Role Play 10. Role-playing Role-playing is a training method in which participants - as it should - the identity of Different from their original identity, and in line with the reality of the problems of defaults in the field of human relations 69 And other areas. Although it is a technique used often in the context of the laboratory but it has Mstq approach and not enough to achieve the analysis and treatment. There are many features that give this Method of its importance and its usefulness as a tool to teach them that it is possible to use in all areas of training Almost. The participants - for their roles in their representation - representation and expression of behavioral patterns of thought It represents a feature of these roles in a particular social positions. For example, can the two Trainees represent a personal interview where one of the role of Director while the other role Subordinate and so that it is Director Msio not the same as evaluating the job performance of the subordinate. The same role here includes the main variables, or the requirements of the role, the sense of behavioral patterns Highlighted the specific actor (the player) in the role, and social attitude of the person who submitted a . (Role, and character of the participant himself and which are reflected and interfere during the representation (Tawfiq 0.2007 To ensure the success of role-playing requires a confidence and knowledge of the trainees at the people who Will interact with them, so you must use this technique in the late after training to be . (Dolasinski and others, dating between the participants (2004 Simulation 11. Simulation Is a method where the tradition of practice, where they are testing the capacity of people to apply What they have learned the basics, are used in training and also when evaluating certain people, such as applicants Where the opportunity for trainees to deal with. (Conway, Charney, for a particular job (2005 Problem or situation or a situation of like a very large degree to what has or may exist in the work environment (Gibran, 2006). Of the advantages of this method: Provides the opportunity for trainees to experience the positions as close as possible to what they encounter in their working lives. strengthen the insights of trainees in predicting the type of problems that can appear in their work and methods Addressed. 70 provide the opportunity to develop the capacity of confrontation and act quickly in attitudes, and decision-making Appropriate. And shortcomings: need time and effort in preparing and training. difficult in some cases, provide all the supplies. the high cost of simulation. You need a coach acting as a facilitator or a resident. On Jop (II: methods of teaching and training in the workplace (outside of school The following is an explanation of these methods: Apprenticeship 1. Apprenticeship Apprenticeship system means that a person has the skill and experience to transfer knowledge and experience to Another person to become a new turn after a period of apprenticeship or a person skilled assistant useful . ((Tawfiq 0.2007
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This method is one of the oldest training methods commonly used in more advanced countries Industrially, such as Germany, which is a type of training in the workplace, professional plumber common functions, Barber, carpenter, mechanic, and extends the period of apprenticeship program from two to five years . (2005), Mondy & Robert 71 Coaching 2. Guidance Where the supervisor's role in the training of a positive regulator of trainees on the performance of their business, reference is To this training as a method of training under the guidance structured and continuous observation by Supervisor of the trainee, to ensure that the trainee the knowledge, skill and experience necessary as in the . (Coach of the football team (Zubaidi et al. 2001 Internship 3. Practical training during the study One is the types of training in the workplace, where he is a student during his time at work Within the institution for a period of time requirement for graduation, where trainees have the opportunity to integrate what they have learned Theory, in practice at work, and be on the institution to submit an evaluation report to do so . (2005), Mondy & Robert trainee during the period of his apprenticeship The current stage requires great attention to education, industrial development and to link its outputs Industry to keep pace with rapid technological developments, as the relationship between enrollment Students with this type of education and the economic growth rate is a positive relationship. As can be seen from the foregoing that Industrial technology education to achieve through a combination of theory and practice, he seeks to Acquistion Students' knowledge and skills performance and trends related to the field of their profession, the educational system Open and flexible, as can the graduate school of industrial follow-up study in universities Colleges and technical institutes. Therefore it is necessary and that change perception of inferiority for this type of education in the Arab societies that views education as an industrial competence of students with level Low in terms of academic, behavioral, industrial education is in need of a good student in terms of Scientific and disciplined behavior, but only the desire and inclination professional has. 72 Second, previous studies Researcher dealt with a number of studies of Arab and foreign direct relationship with the object Study, these studies have contributed in supporting the scientific research, through Its investigation and determine the tools, methodology, findings and recommendations that came out of it, has been divided Group studies: Arabic Studies, and foreign studies were presented according to the timeline as The following: Arab Studies Olimat study (1990): entitled "The skills necessary for teachers of vocational education in the phase Secondary schools in Jordan from the standpoint of professional school teachers and managers " The study aimed to: 1. Identify the necessary competencies for teachers of vocational education in high school in Jordan, from the point of Consideration of school teachers and professional managers. 2. Provide the necessary skills assessment tool for teachers of vocational education. 3. Knowledge of the necessary competencies for teachers of vocational education in the planning of training programs for teachers And rehabilitation. The researcher used the descriptive analytical method. The study sample consisted of (180) teacher And teacher, and (38) Director and Head of Department, represents a sample of teachers and all teachers who teach professional education In schools, which included the study. The study found: 1. Efficiencies of all the planning was important from the viewpoint of teachers. 2. Efficiencies of the field of guidance and direction and management task, and showed the need for teachers to competencies management. 73
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3. Teachers agree that the efficiencies of the planning and implementation, and evaluation are very important to the work of teachers. The study recommended the attention teachers of vocational education (in compulsory and secondary) And teachers of technical education in terms of preparation, training and rehabilitation. Study of Abdel-Hamid (1998): entitled "The systems set up workshops for teachers of industrial education of the Republic of Arab Egypt in light of the experience of some countries, " The present study aims to identify current and future needs for teachers of education concerns Industry in Egypt to fit the economic growth and technological progress and examination of the curriculum Current and the approval of the industrial progress and address the shortage of teachers in the quantitative extreme of the lesson University, and to identify new sources of funding contribute to the expenditure on the preparation of teachers concerns And the development of a system concerns the preparation of teachers in line with contemporary trends, and in accordance with the requirements of life In Egyptian society. And adopted a researcher in the study on the descriptive and comparative approach, the researcher used in Study a questionnaire as a tool to identify the current reality for the preparation of teachers concerns, and the application of the researcher This tool at three schools, an industrial system of the five years, and that prepares teachers concerns. The study sample consisted of (315) students in these schools. The most important findings of this study is the inability of teachers in the lesson Disciplines to the exclusion of others, deficits in the raw materials used in the performance of practical exercises, a few hours Cultural materials in the study plan, the lack of correlation between schools and factories that are trained in Students, teachers and the low efficiency of the lesson to do practical training, lack of consistency periods of practical training With the scheduled time, a few hours of educational material methods of industrial education to prepare teachers Concerns, Thread the students is based on the total score by the winning student at the stage 74 Prep classes to increase the intensity during the training process reduces the benefit of students, non-completion of Plan training and guidance and shorten the training process, the lack of raw materials. Study and Ammar Abu Zeid (2001): entitled "Employment of computer and information technology in the curriculum Technical Education, State of Bahrain " The study aimed to: - Get to know the reality of employment of computer and information technology in the curriculum of technical education (industrial And commercial) in Bahrain. - Identify difficulties that hinder the employment potential of computers and informatics in the curriculum Technical State of Bahrain, in the following areas: software, teachers, material resources, Planning, training, curriculum, curriculum, curriculum specialist, and students. To achieve the objectives of the study the researchers used the following tools: - Group interviews with managers and assistant managers of teachers and education specialists Badarta And curricula at the Ministry of Education and the State of Bahrain. - Surveys include difficulties impeding the employment of computer and information technology in the curriculum of technical education State of Bahrain. Sample consisted of 24 teachers of computer teachers, and professional education courses Industrial Technical and trade schools and the Ministry of Education and the State of Bahrain for the academic year 2000/1999. In addition to 6 curriculum specialists for industrial and commercial state of Bahrain. The results of the study in the diagnosis and the reality of employment of computer and information technology in the curriculum Technical education (industrial and commercial), State of Bahrain to the following: 75 1. Devoted to computer material in industrial education (4) credit hours (60 a class) by
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1.9% of the study plan and that the total number of hours (210) hours. Devoted to the material Computer in Business Education (4) credit hours (60 a class) at a rate of 2.56% Study Plan and the total number of hours (156) hours. 2. Employing the computer as a teaching tool in the general plan of industrial education, came through Decisions are the computer-aided drawing, and computer applications in two hours, certified by each By them and the total number of hours (4 hours) Faculty percentage (1.9%) of the General Plan And that the total number of hours (210 hours), and was the proportion of employment in the computer as a teaching tool Approaches by specialization (3.34%) and number of hours (120 hours). The employment of computers as an educational tool in the education of the general plan came from the commercial During the three decisions is by the keyboard (4 hours), and practical applications in the computer by 4 hours) applications in commercial materials by (6 hours) and total (14 hours) and percentage) College (8.96%) of the general plan and that the total number of hours (156 hours), and the ratio was . (% Employ computer as a teaching tool in the curricula of specialization by (16.66 3. The employment of computers in materials specialist in industrial education has come in the subjects of Engineering drawing and graphic and industrial electric rate for the third year (3) credit hours per week Percentage (2.5%) of the study plan and that the total number of hours (120 hours) . (Word, AutoCAD, Visio, (Circuit maker and is used for programs The employment of computers in materials specialized in business education has come under Range of materials are (office work, accounting, Sports Finance, insurance, banks, travel 4.76%) of 4.76%, 4.76%, 9.52%, 16.66%,% and tourism) is the percentage (16.66 Power, Word Study Plan and that the total number of hours (84 hours) and is used for programs ., Excel, poin The study results indicated that the most important areas of the difficulties that hinder the employment of computer Automated in the curricula of technical education in descending order are: software, teachers, financial resources, Planning, training, curriculum, curriculum, curriculum specialist, where students were 2.22), and the relative importance it is, 2.27, 2.33, 2.41, 2.49, 2.6, 2.69, averages (2.76 % 74) respectively. ,% 75.7,% 77.7,% 80.3 83%, 86.7%, 89.7%, 92%) (And thus more areas of the unit is in software, where his arithmetic average (2.76 And the relative importance to him (92%) and lower unit areas is an area where students were arithmetical average . (% A (2.22) and the relative importance to him (74 Study Abdul Muti (2001): entitled "Proposed Program for the training of teaching assistants and teachers aides Faculty of Education at the University of Alexandria on some uses of the Internet according to their needs Training " The study aimed to design a training program for teaching assistants, teachers assistants, Faculty of Education University of Alexandria on some uses of the Internet and training according to their needs. Formed Sample of the study (66) a lecturer and a teacher assistant. The researcher used the card to determine the training requirements, and test the performance of some skills Computer and test the performance of some uses of the Internet. Program requirements and prepared a tribal To use the Internet and training program on the use of the network. The study found the following results: 1. Members of the group need to be trained to: computer use, search for information across The Internet, use e-mail, design web pages. 77 2. The presence of the effectiveness of the training program proposed in the training of the research group on some of the uses The Internet, including: search for information, e-mail, web browsers, %. Introduction to the theory, the transfer of files a percentage gain of more than 30 3. The existence of the efficiency of the program in the training of the research group on some uses of the Internet 80) except Almharrata side / side in a high proportion of knowledge and Almharrata by (100 . (80 / on the transfer of files as they hit efficiency of the program (65 Study Hamdan (2002): entitled "Problems of industrial government secondary schools in the provinces of The West Bank from the viewpoint of teachers " The study aimed to: 1. Determine the degree of the problems of secondary schools in the provinces of industrial government in the West
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Bank From the perspective of teachers. 2. Determine the effect of each of the (sex, age and location of the school and the teacher and the residence qualification, and the area of Teaching, and years of experience and the level of monthly income, and allocate the teacher) to assess the problems Secondary schools in the state industrial districts in the West Bank from the perspective of teachers. 3. Identify the most important proposals that can not be sweet to these problems from the perspective of teachers Working in those schools. The researcher used the descriptive survey, use the questionnaire which consisted of (62), paragraph Came on the Likert scale pattern Quintet, check the veracity of the tool through a set of Arbitrators on the study population, which represents a sample from the intentional (120) questionnaire. One of the main findings of the researcher are: 78 1. The total score for the problems in secondary schools in the state industrial districts in the West West from the viewpoint of teachers were great, reaching the percentage of response to 74.4%), and was the problems parents and students in the first place while the field) Curriculum problems in the last rank. 2. There are significant differences to the variable of academic qualification in three areas: the area of organization and regulations And the area of the curriculum and the problems of the problems parents and students. 3. No statistically significant differences due to the variable monthly income in the problems of teachers And trainers. 4. No statistically significant differences due to the variable field of specialization in the problems of parents and students. 5. No statistically significant differences attributable to each variable of age, place of residence, the area of Teaching (theoretical or practical), years of experience, the school site. The study recommended that: A. The need to provide material support to schools and the provision of industrial equipment and capabilities of modern. B. Linking education with industrial industrial development to keep pace with modern technological development. C. Targeted training programs for teachers. Hinnawi study (2003): "Trends supervisors about the Internet and its uses in Education at the University of Al-Quds Open in Palestine. " The study aimed to identify trends supervisors about the Internet and its uses In education at the University of Al-Quds Open in Palestine. Total study population (1348) academic supervisor 79 And honorable. The study sample was selected randomly formed from (360) e supervisor and a supervisor. The study found that: 1. Trends were supervisors about the Internet and its uses in education at the University of Al-Quds Open in Palestine very much positive to all fields and on the degree to Her college. 2. The existence of statistically significant differences in the trends of supervisors about the Internet And their uses in education at the University of Al-Quds Open in Palestine due to the variable program Academic, and the rate of Internet use, and the extent of mastery of the skill of using the Internet, and owning a Computer. 3. There is no statistically significant differences in the trends of supervisors about the Internet And their uses in education at the University of Al-Quds Open in Palestine due to the variable of sex, And employment status, educational qualification, age, and years of experience. The study recommended the need to hold education sessions dealing with curriculum and teaching focuses on Curriculum software and Alanturnta. Sarhan and Allahma study (2004): entitled "The effectiveness of using computer e-collection" The aim of this study was to examine the effectiveness of using computer-mail as a means of education Mathematics in the subject area calculations (triangle and circular sector and circular piece) of decision Mathematics for tenth grade basic in Palestine through the statement of the impact of each of the teaching method Used and the sex and the interaction between the two variables on student achievement. Formed the study sample of (141) students and students from schools all e-governmental organizations
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To breed south of Hebron in Palestine, were divided into two groups: control group were taught the way 80 Traditional (Division consisted of 37 students and 37 students from the second e), and experimental, were taught in a way Use of the computer mail, (Division consisted of 33 students and the second of 34 students), has been selected Schools in a sample intentionality, in order to provide a laboratory for high-tech electronic calculators Enables the application of the experiment appropriately. Tools of the study consisted of a computerized program of educational material (prepared by a researcher), And achievement test before me (in order to ensure equal groups and were treated statistically using Student T test), and achievement test after me (has been processed statistically using analysis of test = ) variation bilateral). The results showed the presence of statistically significant differences at the level of 0.05) between the achievement of students who learned the threads area (triangle, circular sector, piece Circular) of decision maths (tenth grade) using the electronic computer And the collection of their colleagues who have learned the same subjects in the traditional manner and for the way you use = ) Computer-mail. While there were no statistically significant differences at the same level of significance 0.05) between the achievement of students who were taught the same subjects using computer-mail attributed to Sex, the interaction between teaching method and gender. Nassar study (2004): entitled "The perception of a proposed system for teacher preparation faculties of education in Egypt In light of the requirements of the use of information technology pre-university education " The study aimed to identify the philosophy of inclusion of information technology in education And to identify the views of members of the faculties of education in the importance of aspects of the proposed renewal System of teacher preparation in the light of the requirements of the use of information technology in the preuniversity education And to identify the roles of the teacher expected in the use of information technology in the educational process. The researcher used a questionnaire to identify the views of a sample of faculty members Faculties of education in the importance of aspects of the proposed renewal of the system of teacher preparation, and applied this tool to 81 Sample consisted of (130) members of the faculties of education in Egypt, were selected .2005 / Stratified random manner during the first semester of the 2004 school year The most important findings of the study the importance of using information technology in the Achieve effective preparation for the teacher to exercise the expected roles in the educational process stages of preUniversity, and one of the most important goals of teacher preparation in the use of information technology is to make them aware The ethics of dealing with information technology and equip them with skills-based teaching technology Information, and awareness of the importance of the sample potential to provide educational material and human in the success of Teacher preparation to use information technology, and must follow the methods of teaching based on the technology Information, you must create a special site on the Internet altogether. Halabi and safety study (2004): entitled "Development of skills necessary for the faculty members in Light of the comprehensive quality standards and accreditation system " The study aimed to prepare a list of competencies required for a faculty member in the light of the standards Quality and accreditation system, and propose a program to develop competencies necessary for a faculty member. The study sample consisted of a random sample amounted to (120) of faculty members with less experience 5 years of college scientific, literary, King Abdulaziz University - Campus students - and showed Views of great interest in the study sample for the axes, and got the regulations: "identify the tasks and Procedures that govern the activity of university "goals" should help to achieve goals Integration with the general plan of the State "buildings and equipment," the provision of educational materials in all Classrooms, "Administrative:" Create databases on labor market needs and the needs of society And environmental problems "of faculty members:" The ability of a faculty member on the use and employment Modern technology in the educational process in addition to his teaching, research and service Community efficiently and balance, student: "Development of the spirit of citizenship and loyalty to the homeland,"
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finance " 82 Provide a stable financial resources and sufficient to meet the needs ", and alumni:" enable the graduates of Specialties with high efficiency "at the highest average. The results showed no statistically significant differences between the mean scores of the sample according Specialization of scientific, literary, and researchers recommended the need to stand on the objectives of university education And to identify priorities and mechanisms to achieve in the framework of inclusiveness, flexibility and future direction, and review Constant of materials and texts of university regulations to conform with the changes and challenges of local and global. Study the League of Abu (2005): the title. "Alnhena problems of education in secondary vocational schools Palestinian from the perspective of teachers, professionals and students " This study aimed to identify the problems of vocational education in secondary vocational schools Palestinian from the perspective of teachers, professionals and students, as well as determine the effect of variables: (type, Specialization, and academic qualification, years of experience, and the province) for teachers, professionals, and the impact of Variables (type, grade, and section professional and conservative) for the students to determine the degree of Problems of vocational education in secondary vocational schools of Palestine. To achieve this, the study was conducted on a stratified random sample of teachers' professional strength 132) a teacher / teacher and the form (48.5%) of the original society, and on a stratified random sample of) Students in secondary vocational schools, strong (479) student / student and a (9.4%) of the community The original data were collected using two questionnaires, the first concerning the teachers made up of professionals 62) items distributed on six areas to measure the existing problems, namely: (management and organization) And the area of professional growth for teachers, the curricula and study plans, and the financing of the education sector Professional, and the field of possibilities and equipment, and society's perception of the field of vocational education), while the questionnaire The second relates to the students in vocational schools made up of (45) items distributed on five areas (Management and organization, the area of professional growth for teachers, and the field of possibilities and equipment, and field Curricula and study plans and the area of society's perception of vocational education). 83 The study found the following results: - That the total degree of the problems facing vocational education in vocational schools from the viewpoint of Vocational teachers were great hitting percentage (72%), and the finance sector Vocational education in the first place of the existing problems, reaching the percentage of response To have (81%), while the area of professional growth for teachers in the last rank, reaching . (% Percentage of the response to (61 - That the total degree of the problems facing vocational education in vocational schools from the viewpoint of Students was moderate, reaching the percentage (58%), and was the area of potential And equipment in the first place of the existing problems, where the percentage reached to respond to them % 66) when he was in the area of professional growth for teachers in the last place where the figure reached) . (% Percentage of the response to (49 0.05) in terms of problems = ) - There are no statistically significant differences at the level of Vocational education in vocational schools from the Palestinian point of view of teachers and professionals attributed To the variables of type, and years of experience, and conservative, while the differences were statistically significant due to the variable Qualification, and in favor of BA, and the differences were statistically significant variable depending on the specialization And in favor of the industrial economy on both the household and hotel and for the benefit of all agricultural Home economics and hotel trade and in favor of both home economics and hotel. 0.05) in terms of problems = ) - There are no statistically significant differences at the level of Vocational education in vocational schools from the Palestinian point of view of students in vocational schools Due to the variable type, grade, while the differences were statistically significant variable depending on the branch
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of vocational And in favor of agriculture on both industrial and hotel and home economics, and in favor of commercial Both industrial and hotel, and home economics in favor of each of the industrial economy 84 Household and hotel, and the differences were statistically significant due to the variable region (the West Bank and Gaza Strip) and the differences were in favor of the West Bank. Study Abolom and his colleagues (2005): entitled "The impact of the use of multimedia in teaching English for the third grade of basic academic achievement for students " The study aimed to investigate the effect of using multimedia on academic achievement For students in third grade primary material in English language, to achieve this has been building software , Visual Basic 6) 0, a multimedia educational calculated using the programming language Visual Basic 6 The third grade (Action Pack 0) of the unit of study of the second book of English (3 words and numbers "," Letters. Basic entitled The study sample consisted of (150) male and female pupils from four public schools in the province of Alzarkaaafqat to participate in the study, were randomly assigned to two groups: experimental (75 Male and female students) were taught using multimedia software calculated a control group (75 Male and female students) were taught the traditional way. Been prepared and the application of two tests on Thsaliyn Two sets of study. The results revealed the presence of statistically significant differences between the means at the level of Collection between the two groups in favor of the group that studied using the software calculated. In Light of this outcome study recommended the need for similar studies dealing with different units of Other materials (Arabic language, mathematics, and science), and the need for specialized human cadres In the design and production of educational multimedia software calculated in a variety of topics for the stage Basic education. 85 Study, Ahmed (2005): entitled "The design of educational software and computerized study the impact of their use in Altalbhgamaaan collection of the concepts of tables and queries in databases " The study aimed to investigate the effect of the use of computerized educational software in student achievement University students to the concepts of tables and queries in databases, Faculty of Education at the University of Bahrain. To achieve this goal, the researcher designed a computerized educational Ar.h applied to the study sample Consisting of (40) students were distributed into two groups: the first trial examined the scientific material Using computerized educational software and numbered (20) students, and the other officer has examined The same article in the normal way and numbered (20) students. Also used achievement test To measure the impact of student achievement of the concepts of tables and queries. And applied the test before you start making Study to make sure the two groups of equal, as it is applied after the expiry of measuring the differences in achievement. The study results showed the presence of statistically significant differences in achievement of the concept of the query for the benefit of Students who studied using computerized software. While these results showed no significant differences Statistically significant between the experimental and control groups in learning the concepts of the tables. In the light of This study recommended the need to design a variety of educational software, and levels of instruction Different, and study their impact on learning. Study and the gift (2006): entitled "Information technology and communication and education in Palestine." Focused Aldrashaly extensive global debate about the growing gap between those who have the technology Information is lacking, or what is referred to in the habit of "digital divide" and aimed mainly To recognize the reality of the use of information and communication technology by teachers and students, and the impact The "digital divide". Through the case study method at the level of sucking Rooms, the analysis of a number of cases involving Students and teachers in public schools, private and UNRWA schools in the West Bank, divided e 86
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According to (sex, socio-economic status, geographical distribution and village, rural, refugee camp, City). The study included visits to sites and descriptive observations and focus groups and interviews With teachers, students, parents and interested, focusing on the Internet as an important element of the technology Information and communication, and the reality of the information collected, the results showed the following: 1. Differences in the use of ICT by teachers and students, and the contribution of Teachers in the ranks of educational information and communication technology on social inequalities And economic and the "digital divide". 2. That the problem of the "digital divide" caused by the low quality of training given to teachers in Palestine in For information and communication technology and other topics. The proposed study in order to see positive results for the integration of information and communication technology in Education in Palestine to provide computers and Internet service in schools, as suggested by reThinking about the roles of students and teachers to be effective in the community and contribute in meaningful learning. Study Khaza'leh and his colleagues (2006): entitled "The extent of school teachers having the skills of the Jordanian Computer use and the degree of exercise of her " The study aimed to reveal the extent to which teachers in Jordanian schools of skills Computer and the degree of exercising them. To achieve the objectives of the study, researchers developed a questionnaire consisting of My examination included (52), paragraph dealt with four areas related to information technology And communications. Data were collected from a random sample consisted of (74) teachers (33 males 0.41 Females). Was extracted averages and standard deviations as well as to the use of test "V" to determine any statistically significant differences attributable to the changes of the taxonomic study.
The results showed the presence of statistically significant differences at the level of 0.05) of the impact of each of the grade and type of school teachers over the possession of Computer skills and the degree of exercise for her and for school teachers assigned to the basic service Permanent. The results showed a high degree of harmony between the extent of having teachers Computer skills and the degree of her employment. The study recommended to continue in the training of teachers In the field of information and communication technologies with a focus on the design of educational software And production. Hussein Hindawi, and study (2006): entitled "The difficulties faced by university students in Jordan Employment of the Internet in university education " The study aimed to know the difficulties of recruitment of the Internet in university education and know the effect Each sex, specialization and expertise, including computer and interact on these difficulties, the sample was Study (502) students were selected randomly, and used the questionnaire (18) items Developed by the researchers and were of sufficient validity and reliability for the purposes of the study, analyzes were conducted Appropriate statistical, and revealed the results of the study on the major difficulties in the recruitment of the Internet in education University, and there was no statistically significant differences according to gender, specialization and bilateral interactions And three between variables, while there were significant differences depending on the variable computer experience And for the experienced few, and the study included a set of recommendations that reduce the Internet recruitment difficulties in higher education to encourage students to use the Internet. Study Momani (2007): entitled "The technological competencies of teachers in the city of Irbid, from the point of Nzeralmserven educators " The study aimed to identify the most important technological skills necessary for teachers from the viewpoint of Supervisors in the city of Irbid in Jordan, and the sample consisted of (87) supervisors 43

(Directorates of Education in Irbid, and to achieve the objectives of the study, the researcher developed a questionnaire consisted of (33 88 Items distributed on four areas (computer skills, computer use in the educational process, Educational means, and means of communication). The study found that the degree of practice skills Technology teachers in the city of Irbid, in the view of supervisors was high, and came The field of computer skills in the first place and exercise a high degree, as was the means Education at the second exercise a high degree, while the use of computer in the process Education came in third place and a high degree of exercise, too, came as the means of communication Ranked fourth in the exercise of moderate degree. Arishi study (2007): "The role of information technologies in the development of education in institutions Higher education in both its private and public " The study aimed to identify the role of information technology in the development of education in institutions Higher education in both its private and public sectors in the cities of Riyadh and Jeddah. To achieve the objectives of the study was designed (Researcher of the questionnaire (66) items distributed in four parts. Study sample consisted of (800 A member of the faculty members working in universities and community colleges in Jeddah and Riyadh in Saudi Arabia has been selected at random. The study found: 1. That the most important information technologies for use in higher education and from the point of view Faculty members were in sequence as follows: the Internet, and followed in the order E Mail, and then use the CDs, then the education system by the computer and then transfer The files. 2. High academic qualifications of faculty members led to the rise in their knowledge of information technologies And its importance in education, where the percentage of almost 90% of the vocabulary of the research sample supported the use of these Technologies in education, while the proportion of non-supporters about 10%. 89 3. That many faculty members are encouraged to use information technology in various Education. 4. That the use of international expertise in the field of information technology and the provision of computer labs And build a network covering all internal departments and faculties of the university and the provision of Internet access service is Is important to use information technology in education. Study of Abu-Zeid (2007): entitled "obstacles to employment of ICT in the curriculum Commercial materials in secondary education in Bahrain " The study aimed to identify the obstacles to employment of ICT in Curriculum materials business in Bahrain secondary education from the perspective of teachers, in addition to Know the impact of the gender variable and variable in determining the subject of these constraints. The study sample consisted (From (120) teachers of commercial materials in secondary schools in Bahrain, (54) and parameter (66 Teacher. To achieve the objectives of the study prepared by a researcher from the questionnaire (50) items distributed on six areas Core: constraints concerning methods of commercial materials, and constraints related to teachers of materials Commercial, and constraints on the students, and constraints related to information technology technician And communication, and constraints on administrative and regulatory aspects, and constraints related to equipment The material. The results of the study include: 1. The most important obstacles that hinder the employment of ICT in the curriculum materials Trade in secondary education in Bahrain ranked in descending order are: the students, the 44

administrative aspects And regulatory Moadaltjaria teachers, physical facilities, information technology technicians, communications, ,% 83,% 86,% commercial curriculum materials, where the percentage of the six areas (88 % 79) respectively; and therefore more unit areas is an area where students, 81%, 82% Percentage (88%) and lower unit areas is the area of curriculum materials in terms of trade reached . (% Percentage of him (79 90 2. There is no statistically significant differences in determining the employment barriers of communications technology And information in the curricula of commercial materials in secondary education in Bahrain due to the variable sex Variable and subject. In light of the results of the study the researcher recommended the following: 1. Attention to training teachers of business articles on the employment of ICT in The teaching process. 2. Laboratories to provide information and communication technology in schools in proportion to the number of students And providing them with modern equipment. Study of Joseph (2008): entitled "Trends survey students in the Department of English and Literature at Zarqa Private University towards the use of electronic sources of information " The study aimed to investigate the attitudes of students studying English language and literature about The use of electronic information sources. The study was conducted on students in the Department of English and literature In Zarqa Private University and enrolled in the second semester of the academic year 2007/2006, and numbered (888) male and female students. The study was conducted on a sample represented in the 132) students responded to the questionnaire consisted of (30) paragraph. The study results) The following: 1. That all members of the sample have positive attitudes towards the use of electronic information sources. 2. There is no statistically significant differences between males and females in their attitudes towards sources Electronic. 3. There is no statistically significant differences between their attitudes towards electronic resources attributable to the Study level or a course in computer skills. 91 Foreign Studies Entitled "How to support discussion forums on the Internet: (Carboni, the head Carbone (1999 Professional development for teachers in mathematics? " The study aimed to determine the impact of the use of discussion forums on the web at strengthening Professional development for teachers of mathematics, this study was to examine the framework of the PhD researcher in Year (2003) University of North Carolina in the United States of America. The study used a set of (14) a teacher of mathematics teachers at the secondary level was Randomly selected from three schools. They took time in discussion forums on the Internet. Have been built around discussion groups: the participation of teachers, discussion, visions of teachers for teaching High school mathematics. The study found that the use of discussion forums on the Internet that supports development programs Professional teachers of mathematics in terms of: 1. Clarify the exchange of views in the teaching of mathematics teachers. 2. Spread the spirit of cooperation between them in a "learning community". Entitled "Study of the learning outcomes and the behavior of the learner in: (Changzai, Hankaza study (2000 High school students as they learn to real numbers by learning to use computers 45

Mail " The study aimed to the learning outcomes and the behavior of the learner in high school while learning Students for the real numbers by learning to use computers-mail, and study sample consisted of 34) learner studied in three schools in the city of Bounkhaa in Thailand. The study tools:) 92 Article educated in the traditional manner, and the computerized program, and initial test, and posttest, And record observations to record important notes about students' behavior and the mechanism of their work. Students received Article educated through the traditional plan, to learn, after the end of each unit of Three units - subject matter - the students had learned the same material computer-mediated Mail, and it was during the researcher records the important notes about the behavior of students and their reactions Each position on the tutorial. After teaching three units, students received achievement test pre-programmed dimensional Mail on the computer. Then analyzed the results of initial testing (contract after receiving the material the students learned The traditional way) and post media to take the arithmetic and standard deviations to indicate the progress of students Education, where the results showed that the majority of students who learned using the electronic computer was Higher after the use of their findings to the program by 50% of the initial test results and that their attention And discipline and bearing of responsibility achieved the highest levels after the use of computer mail. Entitled "The integration of technology in teaching in the classroom": (Joy, Joy study (2000 Aimed to demonstrate the impact of the use of computers as a way to e-learning on student achievement And change their attitudes and skills of teachers and their attitudes towards this method of education, and in the city Rowan in the USA. Teachers who have confirmed they learned to use computers Mail, their satisfaction with this method, where additional educational skills useful to them to deal With different educational situations, and the results indicated that students who learned using the computer E increased motivation towards learning, as 95% indicated their desire to partner them on the existence of a Computer and gave as the reason that having received help when there are difficult issues, and stressed the increase Enjoyment of the lesson while the educational partner. Students who have learned the traditional way Received the benefit of learning by 23% from the pretest to 38% for students who have learned 93 CNC-mail. The researcher emphasizes that these results are evidence that the method of use Computer speed up the mail in the education of students of the concepts. Entitled "Knowledge Management and e-learning as a model of development: (Zahner, Zahnr study (2002 Professional teacher " The study aimed to determine the relationship between professional development via the Internet and knowledge management, And e-learning based on the discussion over the Internet. The study used a discussion group Over the Internet consisted of (46) teachers to provide for listening on Tantmah career. The study found the following results: 1. Effectiveness of programs to provide Altnumeihalmhenneh over the Internet. 2. There was a relationship between knowledge management and presentation of the program over the Internet. Distance learning as a way to encourage professional development for teachers: (Chen, launched a study (2003 Mathematics in secondary schools in Taiwan through the use of technology. " The study aimed to examine the effect of self-reports in a project of distance education programs Professional Development for Teachers of Mathematics middle school in Taiwan by the use of 46

technology . CD-ROM laser discs The study focused on increasing teachers' competencies, motivation and creativity, and application programs Spreadsheets, the study has explored the actual use of computer technology, and to identify barriers That prevent them from training on the computer. The study used the design of the control group tested only after me, 100 teachers were divided Mathematics teachers from one of the suburban areas of Taiwan, into two experimental and control group. The 94 For two weeks, and trained (CD-ROM) of the experimental group was trained through the CD laser The control group did not receive without cylinders cylinders even after the completion of the training, and after Two weeks asked each teacher in the two groups to complete a self-assessment questionnaire. Results of the study to the following: - That teachers in the experimental group used the software to format text (roses), and tables Freely, and mainly (Chat) calculations, and surf the Internet, and outreach programs and chat To write the educational materials, and calculate the scores of students, and the search for teaching on birth Internet, networking and chat with colleagues and students. Most teachers were fond of And eager to learn how to teach the computer, it has been deprived of because of lack of time And financial resources in schools and districts, and some related topics. Developed the competencies of teachers, their interests, and motivation, (CD-ROM) - that the draft CD laser And their ability to use spreadsheets in teaching (probability, statistics, and functions Sports), and calculate the results. - Dealing with the computer teachers to attain knowledge and a greater ability to use computer technology In teaching. (CD-ROM) - Evaluation of the project teachers said they preferred the content and design of cylinders Designs on regular training. Entitled "Professional Development via the Internet: the transfer of skills: (Coffman, Coffman study (2004 Learned to the classroom " The study aimed to determine the extent of transfer of skills learned from the teachers' professional development program In the community through the Internet to the virtual classroom practices in the classroom. The study was conducted in 95 City Schools of Minnesota in the United States of America. The researcher used personal interviews Tests and direct observation to collect data from teachers to determine the extent of understanding the experiences, and the level of Participation of teachers, and the extent of transfer of knowledge to the educated classes. To determine how well Creativity of their own understanding of what teachers included in the training program from the experiences and practices such as the organization environment Learning. The researcher used the quantitative analysis and qualitative analysis to analyze the data. The study found the following results: - That teachers used the technology and the strategies they learned from the training program through Internet in their classrooms significantly. - Professional development program provided online support to rely on learning-centered approaches Learner and that encourage self-discovery, and active participation, and collaboration between peers and experts. - Professional development program provided through the Internet is not important I want in the programs of professional development for teachers. Entitled "Teachers and students in Finland, as users of technology: (Atjonen, Otjonn study (2005 Information and communications. " The study aimed to describe the expectations of teachers and their experience and change is possible through In education, and to achieve this, the researcher collected (ICT) recruitment information and 47

communication technology Data in three phases by questionnaire was distributed to a sample of teachers working in Secondary schools in eastern Finland, was conducted the first phase of the study year 1999, where The study sample consisted of (156) teachers, and in the year 2001 was conducted the second phase of the study Where the sample consisted of (155) teachers, and finally a third stage was the year 2004 The study sample consisted of (81) a teacher. The results of the study to the following: 96 1. Increase and the continued employment of the different applications of ICT by Teachers in the three phases of the study, and more commonly used applications: data processing, Internet browsers, e-mail, and CD-ROM drive. 2. The development of the capacity of teachers in the use of ICT through the stages of The study. 3. Increase collaborative activities among colleagues in the teachers' use of technology Almaaomat And communications. 4. Employment information and communication technology in education has improved the level of students Both behavioral and academic. Entitled "Use of ICT in: (Gulbahar, Jelbhar study (2006 Higher education. " The study aimed to determine the role of the use of ICT in education By teachers of students and faculty in the College of Education at the University of Ankara in the Basket, and more Primarily aimed to identify factors that affect the level of employment of information technology Communication and learning in the educational process, in addition to making suggestions and recommendations in light of the results Study for the effective functioning of information and communication technology in education. Researcher developed two questionnaires, the first questionnaire was distributed to teachers of students in the College Education, and the second questionnaire was distributed to faculty members. The sample consisted The study of (558) of students and teachers (25) of faculty members. The results of the study to the failure of teacher development programs in the provision of facilities for teachers For the employment of information and communication technologies in the classroom activities and extra-curricular activities, 97 Also revealed the results of the study on three factors affect the level of the effective employment of technology Information and communication technology in the educational learning process are: 1. Infrastructure necessary to employ information and communication technology. 2. Competencies of teachers in the use of information technology and communications. 3. The curriculum includes activities help to employ information and communication technology. In light of the results of the study the researcher recommended the following: 1. The educational institution should cooperate with experts in the field of information technology and guided by Them. 2. Provide classrooms with all the equipment that support the recruitment of information technology And communication technology in education. 3. Labs provide technology Almaaomat, communications and that provide students the possibility of using network . (Multimedia) and multimedia (Internet) global information 4. Good planning for the lesson in order to provide activities that support employment of information technology And communication in the classroom. Entitled "Student teachers' competencies in the use of technology: (Palmira, the Palmera study (2007 Information and communications. " The study aimed to identify the basic skills and competencies in the use of educational technology Information and communication among students of teachers in the Faculty of Education at the University of Vilnius in Lithuanian. Add to determine the impact of learning informatics at the secondary level (secondary first + second 48

secondary) on the Basic skills and educational competencies for students in teachers' use of information technology 98 In the educational process. Researcher designed the questionnaire consisted of two sections: Section I (ICT) and communication Included questions related to basic Bulkipaayat in the use of information and communication technology, and the The second section included questions related to competencies in the educational use of information technology And communications. The questionnaire was distributed to a sample study, which included (900) students from students College of Education at the University of Vilnius. The results of the study to the following: 1. Teachers students have a good level of basic skills and competencies in the use of educational Where they have the ability to use the computer,, (ICT) Information and Communication Technology As well as the preparation of the texts and the production of educational materials in addition to the visual database design, But they lack the skills and abilities needed for the production of educational software and web design Profile on the Internet. 2. A direct relationship between learning IT in secondary school and the ability to develop skills Basic education in the use of information technology and communications, which showed that the

Thirdly: the role of IT in the development of the professional performance of teachers The results of previous studies that some components of IT have a positive role in Development of the professional performance of teachers through the following: 1. High qualification of teachers led to a high level of knowledge of techniques of information and awareness . (To its importance, and this is indicated by the study Arishi (2007 2. The importance of using ICT in achieving the effective preparation of teachers, as shown by . (Nassar study (2004 3. The use of discussion forums on the Internet that supports professional development for teachers and publishes the spirit of . (Carboni, cooperation between them, and this study referred to by Carbone (1999 4. Effectiveness of professional development programs for teachers through the Internet, where encouraging them to rely on Entrances to the learner-centered learning which encourages self-discovery and the active participation and cooperation And Kaufman study, (Zahner, between peers and experts, and this is indicated by the study Zahnr (2002 . (Coffman, 2004) 5. A direct relationship between the teacher study Informatics at the secondary level and the ability to , Kvayate development in the recruitment of IT in education and training, as shown by study of Palmyra (2007 . (Palmira 6. A high degree of harmony between the teachers to acquire computer skills and the degree of her employment, as . (Shown by a study Khaza'leh and his colleagues (2006 Fourthly: the impact of information technology employment in education and training to students The results of previous studies that employ information technology in education and training affect Positively on the students through the following: 102 1. Employment information and communication technology in education has led to improved academic And behavior of students, and this is indicated by the study and Allahma Sarhan (2004), and the study . (Atjonen, Otjonn (2005 2. Education using computer speeds in the transmission of the different concepts of students and increase motivation, . (Joy, and this is demonstrated by air study (2000 3. Students who have received education and training by the computer more disciplined and alert and not charged . (Changzai, responsibility, and obtained the highest results, and this is shown by a study Hankzaa (2000
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4. The use of multimedia in education has led to improvement in the level of students, and this is shown by a study . (Ibolom and his colleagues (2005 5. The use of computerized software has a positive impact on the level of student achievement, and this is what . (Indicated by the study, Ahmed (2005 Chief among the recommendations of previous studies in the following: 1. Attention to teachers of industrial education in terms of preparation and training, and this is recommended by the study . (Olimat (1990), the study of Hamdan (2002), the study of Abu-Zeid (2007 2. Linking education with industrial industrial development in order to keep pace with technological developments, and provide . (Material support necessary for the industrial schools, and this is recommended by the study Hamdan (2002 3. Need to use the methods of teaching and training based on modern information technology . (And communication, and this is recommended by the Nassar study (2004 4. Establishment of a website special institution on the web, and this is recommended by the . (Nassar study (2004 103 5. Provide human and material resources for the success of teacher preparation and development, and this is recommended by the . (Nassar study (2007 6. Need to design educational software and a variety of training, and this is recommended by the study Ibolom . (And his colleagues (2005), the study of Ahmed (2005 7. The need to provide a sufficient number of computers in school and providing Internet service, . (This is recommended by the study and the gift (2006 8. Continuity in the training of teachers in information technology and communications, and this is what Recommended by the study Hinnawi (2003), and the study Khaza'leh and his colleagues (2006), and the study . (Palmira, the Palmera (2007 9. Use of international expertise for the employment of information technology in education, and this is recommended by the . (Atjonen, Arishi study (2007), and the study Otjonn (2005 10. The need to provide laboratory information and communications technology in every school, and this is recommended . (Atjonen, a study by Abou-Zeid (2007), and the study Otjonn (2005 The present study has benefited from the former female students in the following: 1. Collection of theoretical framework and build a tool of the study, and to identify variables of the study. 2. Test the survey's methodology and procedures, and appropriate statistical techniques. 3. Identify the most important problems facing the industrial schools. 4. To identify the necessary competencies for teachers of informatics. 5. To identify trends about teachers of informatics. 104 6. Identify the impact of employment in the IT education to students. 7. The experiences of Arab and foreign countries in the recruitment of IT in education. 8. Interpretation of the results and make recommendations and suggestions. The present study was characterized by female students from the former in the following: 1. Study focused on all elements of the IT resources of knowledge, software, devices and equipment. 2. Focused on highlighting the most important problems that limit the employment of IT in education And training in the industrial high school in Palestine. 3. Examined the impact of some of the assets of the school (Internet service, computers, devices Local computer network, software or educational training) on the response of managers, LCD display Teachers and professionals in the assessment of the role of IT in the development of the professional performance of teachers, professionals in the Industrial high school in Palestine. 105 Chapter III The method and procedures - The curriculum - The study population and study sample
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- Study tool - Believe tool - The stability of the tool - Variables of the study - Procedures for the study - Statistical treatments 106 Chapter III The method and procedures This chapter contains a description of the methodology of the study, and study population and appointed, and how to build a tool Research and implications of validity and reliability used in this study and the independent variables and subsidiaries, and what has been Of processors in the statistical analysis and draw conclusions, the following is a statement that: The curriculum The researcher used the descriptive method using the questionnaire as a tool to collect data so as to suitability For the purposes of the study. The study population and study sample The study population of all managers, teachers, professionals working in schools Secondary industry in the governorates of the West Bank and Gaza Strip during the year (2009, reaching number (226) professional teacher and director, (15) and Director (211/2008 school Teachers professionally. The researcher himself to distribute and collect questionnaires from secondary schools in the industrial Governorates of the West Bank, while in the schools the Gaza Strip have been distributed and collected questionnaires By fax, e-mail, and arrived at the outcome of questionnaires collected to (188) questionnaire (Out (226) questionnaire, and thus become members of the community like the study sample available, and the table (1 Shows the distribution of the study sample according to the variables of the study: 107 Table (1): Distribution of study sample according to the variables of the study The Number variable levels of the variable Number Percentage 87 1%. Gender Male 164 13% Female 24 8 2%. Job Manager 15 92% 173 teacher professional 30 3%. Qualification Diploma 56 62% BS 117 8% and above 15 MA 48 4%. Family, scientific specialization Electricity 92 26% Mechanical 48 26% other 48 30 5%. Years of Experience Less than 5 years 56 25% 10 years 48 - of 5 45% more than 10 years 84 82 6%. Governmental authority supervising 154 18% of 34 non-governmental 47 7%. 88 north of the province 40% amid 76 13% South 24 81 8%. Provide Internet service Yes 152 19% No 36 76% 9. Provide a computer Yes 143 24% No 45 75% Yes 140 LCD 10. Provide a display device 25% No 48
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61% 11. Provide a local computer network 114 Yes 39% No 74 12. Availability of educational software Ottdrebeh 52% Yes 97 48% No 91 108 Tool of study: To achieve the objectives of the study researcher designed questionnaire and one consisted of four sections: Section one: to ensure an initial private information the manager or the teacher are: sex, occupation, qualification Scientific, and the family of scientific specialization, and years of experience, Supervising Authority, and the province. The second part contained information on the assets of the school, namely: 1. Internet service available to you at school. 2. You might have a computer at school. . LCD 3. Available at the school monitors 4. Available in the local school computer network. 5. Available computer software in the school of education or training in the field of specialization. The third part included a questionnaire and number of vertebrae (44), paragraph distributed on three areas as The following: And includes (20) paragraph. (Knowledge-Ware) 1. The field of knowledge resources And includes (12) paragraph. (Soft-Ware) 2. The field of software And includes (12) paragraph. (Hard-Ware) 3. Field devices and equipment With staging (Likert Scale) came paragraphs questionnaire on the type of Likert scale Five (Strongly agree, agree, neutral, exhibitions, shows strongly). 109 Section IV: malignity is not included on the most important problems that limit the employment of IT in schools Secondary industry in Palestine. Was based on the researcher in preparing the questionnaire to the previous studies related to the subject of the study, The literature on industrial education, and publications of the Ministry of Education and Higher Education and observations Without working in the public administration of the colleges and vocational and technical education, and managers of industrial schools, The researcher was based on the views of arbitrators who were offered the initial questionnaire its image. Believe tool To verify the veracity of the tool was adopted Researcher way endorsed content, offered in The primary image (extension, 4) to thirteen arbitrator (Appendix, 5) experienced And specialists in the areas of educational administration and teaching methods, curriculum and technology education And information technology, telecommunications and multimedia technology in the Faculty of Educational Sciences at the University of An-Najah National, the University of Al-Quds Open University and the Arab-American and specialists in education Vocational and technical management of the colleges and vocational and technical education and school administrators industrial Who have high experience in this area, have all returned questionnaires and the court unanimously agreed that Sincerity and appropriateness for measuring the dimensions that have been developed for and make adjustments after deletion . (And add in the light of their views and comments and guidance to become in its final form (Annex 0.6 The stability of the tool (The researcher using the equation (Cronbach alpha) to extract the reliability coefficient and the results of table (2 Show that: 110 Table (2): instrument stability study using the Cronbach alpha formula Number fields reliability coefficient 1. The field of knowledge resources 0.77 2. The field of software 0.91
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3. Field of hardware and equipment 0.70 Stability total 0.89 - Is clear from the table (15) the transactions of the stability of the areas of questionnaire ranged between (0.70 0.91), and the reliability coefficient for the overall questionnaire (0.89) and high stability of all transactions meeting the objectives The study. Variables of the study The study included the following variables: Or not: the independent variables 1. Gender has two levels (male, female). 2. Function has two levels (manager, teacher professional). 3. Qualification and has three levels (Diploma, Bachelor, Master and more). 4. Family, scientific specialization and has three levels (electricity, mechanics, etc.). . ((10), (more than 10-5. Years of experience and has three levels ((less than 5), (out of 5 6. Supervising Authority and has two levels (government, non-governmental). 7. The province has three levels: A. North (Jenin, Nablus, Tulkarm, Qalqilya, Salfit). 111 B. Center (Ramallah, Hebron, Bethlehem, Jerusalem). C. South (Gaza Strip). 8. Provide Internet service and has two levels (yes, no). 9. Provide a computer and has two levels (yes, no). Has two levels (yes, no). LCD 10. Provide a display device 11. Provide a local computer network at school and has two levels (yes, no). 12. Availability of educational software Ottdrebeh in school and has two levels (yes, no). Second, the dependent variable: define the dependent variable in the response of members of the study sample clauses and questions Questionnaire relating to identification of the role of IT in the development of the professional performance of teachers, professionals in the Industrial secondary schools from the perspective of managers and teachers. Study procedures The study was carried out according to the following steps: 1. Been sent an official letter from the supervisor to the President of Graduate Studies Department after approval of the tool The study. 2. The book was directed to the Ministry of Education and Higher Education / General Directorate of colleges and vocational education And technical in order to obtain their agreement on the distribution of a tool to study in secondary schools Industrial. 3. Was directed to the written approval of Secondary School Principals industry in Palestine to be able to distribute Tool of the study. 112 4. The researcher distributed questionnaire to managers, teachers, professionals in the second quarter of the year .2009 / 2008 school 6. Classification, coding and data entered into the computer. . (SPSS) 7. Process the data statistically using the Statistical Program for Social Sciences 8. Extraction results, tabulated and analyzed and Mnaqsthawaltaliq them. Statistical treatments For Alajabhan study questions use of statistical software packages for social sciences , Using the following statistical treatments:, (SPSS) 1. Arithmetic averages, and percentages, and standard deviations to define the role of informatics in Development of the professional performance of teachers in vocational secondary schools in Palestine from the industrial point of view Managers and teachers, as well as to identify the main problems that limit the employment of IT in schools Secondary industry in Palestine. . Independent t-test 2. Test - T - for two separate sets
53

. One Way ANOVA 3. Analysis of variance test Comparisons of the dimensionality of the average calculation. (LSD) 4. Test 113 Chapter IV Results of the study 114 Chapter IV Results of the study This chapter presented the results of which were accessed and analyzed using averages Calculations and standard deviations and percentages through answering the questions of the study, which Aimed to identify the role of IT in the development of the professional performance of teachers, professionals in schools Secondary industry from the perspective of managers and teachers. It also aimed to identify the impact of variables Study (sex, career center, academic qualification, and the family of scientific specialization, and years Experience, Supervising Authority, maintain, and provide Internet service, and provides a computer, and provides And provides a local computer network, and provides educational software or training) from the point, LCD counter displays Of view of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals in the Industrial high school in Palestine. The following are the results of the study depending on the sequence of questions. Or not: the first results on the question What is the role information technology in the development of the professional performance of teachers in vocational secondary schools Industry in Palestine from the perspective of managers and teachers? Ajabhan to this question has been extracted means, standard deviations and ratios Percentage of the vertebrae and the areas of questionnaire and then descending order according to the arithmetic mean, and adopted Researcher at the following for approval: 80% or more very large degree. 79.9% a large degree. - 70% Average 69.9%. - 60% 59.9% a low degree. - 50% 115 Less than 50% score is very low. . (These levels have been used in the study of Hinnawi (2003) and Hamdan's study (2002 3) These results show the following:, 4.5, and tables (6 1. The field of knowledge resources: Table (3): means, standard deviations and percentages of the paragraphs of the field Almwardalmarafah in descending order according to the arithmetic average Figure in her own Resolution Paragraph average * Arithmetic Deviation Standard The ratio Percentage Class 1 contributes to provide Internet service for teachers 0.1 Professionals in the development of their professional performance constantly 91.1% 0.68 4.55 large Very 14 contribute specialized technical courses in 0.2 Develop the technical skills of professional educators 89.5% 0.68 4.47 large
54

Very 2 contribute to browsers on the web 0.3 In the development of scientific research skills among Vocational teachers 88.6% 0.67 4.43 large Very 7 online help teachers, professionals 0.4 Known in the technical specifications of the devices Required 88.3% 0.65 4.41 large Very 3 teachers to help web professionals .5 The enrichment of the curriculum 87.7% 0.66 4.38 large Very 9 ensure that teachers keep up with web 0.6 Professionals to technological innovations 86.5% 0.71 4.32 large Very 5 contribute to electronic libraries on the 0.7 Expansion of the Internet in general culture Teachers' professional 85.6% 0.70 4.28 large Very 12 promotes the establishment of a unified information base 8. Schools industrial technical capacity Teachers' professional 84.7% 0.70 4.22 large Very 83.9% 0.77 19 large catalogs teachers help professionals in the 4.19 9. 116 Maintenance of equipment and machinery is very 17 Some professionals support teachers professionally .10 Through the exchange of experiences and advice Among them 83.0% 0.88 4.14 large Very 4 contribute to the forums on the Internet in 11. Increase the stock of knowledge for teachers Professionals 82.5% 0.81 4.12 large Very 8 enhance the efficiencies of the Internet self-learning .12 Teachers' professional 82.3% 0.81 4.11 large Very 15 contribute to the school guidance director in the promotion of .13 Educational role of professionals Malmyin 82.0% 0.81 4.10 large Very 10 Supports the use of e-mail Relations .14 Between teachers' professional professionals 82.0% 0.79 4.10 large Very 20 help of specialized scientific journals .15 Teachers' professional growth in self55

Their field 81.1% 0.76 4.05 large Very 6 web post supports teachers .16 Professionals in school activities 80.5% 0.77 4.02 large Very Contributes to 18 technicians working in the labor market .17 To update the technical skills of teachers Professionals 74.8% 1.00 3.73 large 11 promotes the use of e-mail contact .18 And communication between teachers, students, professionals 74.0% 0.91 3.70 large 16 contribute to the educational supervisor instructions in 19. The development of the technical performance of professional educators 73.7% 0.94 3.68 large 13 contribute to the educational programs of satellite 20. The modernization of teaching methods for teachers Professionals 72.5% 0.91 3.62 large Significant 82.7% 0.44 4.13 total score Very Maximum degree of response (5) degrees 117 Shown in Table (3) that the role of IT in the development of the professional performance of teachers, professionals in the Industrial secondary schools from the perspective of managers and teachers to the paragraphs of the knowledge resources , 19, 17.15, 14, 12.10, 9, 8.7, 6, 5.4, 3, 2, was too large to paragraphs (1 , 20) as the percentage of response have more than (80%), and was great to paragraphs (18 79%), and in what - 11%) as the percentage of response has ranged between (70, 13, 16 The college class on the field was very large, reaching the percentage of the response to them . (% To (82.7 2. The field of software: Table (4): means, standard deviations and percentages of the paragraphs of the field Software in descending order according to the arithmetic average Figure in her own Resolution Paragraph average * Arithmetic Deviation Standard The ratio Percentage Class 31 contribute to anti-virus software 1 In Hamaihalmalomat important for teachers Professionals 86.8% 0.71 4.34 large Very 23 enhances recruitment of multimedia on 2 Classroom interaction between teachers Professionals and students 85.8% 0.60 4.29 large Very
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29 Microsoft Office software helps 3 Vocational teachers in the preparation of business Written 85.5% 0.68 4.27 large Very 27 program helps drawing (AutoCAD) 4 Vocational teachers in the concentration of the principles of Engineering drawing in students 84.3% 0.76 4.21 large Very 24 Simulation software helps teachers 5 Professionals in the delivery of skills for students 84.1% 0.71 4.20 large Very 28 help of various computer software 6 Teachers, professionals in the investment time Effectively 84.0% 0.67 4.20 large Very 118 (Power Point) 25 helps program 7 Vocational teachers in the presentation of the material Educational 83.9% 0.67 4.19 large Very 22 educational computer software enables 8 Vocational teachers of diversity in the Teaching methods 82.2% 0.79 4.11 large Very 32 contribute to the modern versions of 9 Computer software in the development of Skills program for teachers of professionals 81.8% 0.72 4.09 large Very 21 contribute to the educational computer software 10 In improving the technical performance of teachers Professionals in the classroom 81.5% 0.83 4.07 large Very 30 contribute to the various computer software 11 In the development of management skills Teachers' professional 80.8% 0.77 4.04 large Very 26 enables various computer software 12 Vocational teachers of diversity in the Methods of evaluating students 79.5% 0.77 3.97 large 83.3% of 0.49 for a large degree the total area of 4.16 Very Maximum degree of response (5) degrees Shown in Table (4) that the role of IT in the development of the professional performance of teachers, professionals in the Industrial secondary schools from the perspective of managers and teachers to the paragraphs of the field of software was
57

32) as the ratio, 31.30, 29, 28.27, 25, 24.23, 22, is too large to paragraphs (21 Percentage to respond to them more than (80%), and was great to paragraph (26) as the percentage To respond to them (79%), with regard to college degree on the field was very large, reaching . (% Percentage of the response to them (83.3 119 3. Field of hardware and equipment: Table (5): means, standard deviations and percentages of the paragraphs of the field devices Gear in descending order according to the arithmetic average Figure in her own Resolution Paragraph average * Arithmetic Deviation Standard The ratio Percentage Class 41 easy to use device supply 1 Tasks of vocational teachers (LCD) In the learning process 89.4% 0.70 4.46 large Very 33 helps provide computers in 2 School teachers, professionals Innovation in the field of their profession 88.9% 0.67 4.44 large Very 36 can be a computer teacher 3 Professionals from the diversity of means Educational 87.2% 0.63 4.36 large Very 35 supports Update 4 computers Continuous technical development for teachers Professionals 87.1% 0.77 4.35 large Very 37 teachers encouraged computer 5 Professionals on the use of methods Modern teaching 86.5% 0.71 4.32 large Very 34 computer helps teachers 6 Professionals to get rid of red tape Daily 85.6% 0.76 4.28 large Very 42 promotes the use of a 7 The capacity of teachers (LCD) display Professionals in the classroom management 85.2% 0.81 4.26 large Very 40 contribute to the computerized test equipment 8 Handheld in the development of Skills training for teachers Professionals
58

82.5% 0.74 4.12 large Very 120 39 promotes a local computer network building on 9 Contact between the vocational school Vocational teachers within the school 82.3% 0.76 4.11 large Very 44 enhances cellular communication device 10 Communication between teachers and professionals And parents 78.9% 0.91 3.94 large Cellular device 43 can be 11 teachers Professionals to share advice Technical 75.5% 0.99 3.77 large 38 computer helps teachers 12 Professionals to identify points Weaknesses of students 73.1% 0.89 3.65 large 83.5% 0.54 large area of the total score of 4.17 Very Maximum degree of response (5) degrees Shown in table (5) that the role of IT in the development of the professional performance of teachers, professionals in the Industrial secondary schools from the perspective of managers and teachers to the paragraphs of the field devices and equipment 42) as the ratio, 41.40, 39, 37.36, 35, 34, was too large to paragraphs (33 38) as it was, 43, the percentage of response have more than (80%), and was great to paragraphs (44 79%), with regard to college degree -% the percentage of response has ranged between (70 . (% Area was very large, reaching the percentage of the response to them (83.5
4. Order of the fields of the questionnaire and the total score: Table (6): means, standard deviations and percentages of the areas of resolution The total score in descending order according to the arithmetic average Average number field Arithmetic Deviation Standard The ratio Percentage Class 83.5% a very large .54 a third area: the area of equipment and gear 4.17 83.3% 0.49 2 very large second area: the field of software 4.16 82.7% 0.44 3 very large first area: the area of knowledge resources 4.13 83.2% a very large total score 0.44 4.16 Seen from the table (6) that the domain the third happened at the highest the proportion of which is 83.5% and degree Very large, and then came the second area increased by 83.3% and significantly so, and then the first domain Increased by 82.7% and a degree is very large, the total score was obtained on the proportion of 83.2% degree of Very large as well. Second, findings related to the second question: What are the main problems that limit the employment of information technology in secondary schools in the industrial Palestine? 59

To answer this question was to identify key problems that limit the employment of information technology in High school industrial in Palestine from the perspective of managers, teachers, professionals, and that of By limiting the problems of questionnaires that were collected from a sample of the study, as limiting the Recurrence of each problem and then calculate the percentage by dividing its frequency by the total occurrences of all Problems that have been reached and the number of (18) a problem, then the problems have been arranged Descending By recurrence of the problem, and the results of Table (7) shows that. 122 Table (7): frequencies and percentages of the main problems that limit the employment of information technology in Secondary schools in Palestine from the industrial point of view of managers, teachers, professionals Iteration number ratio problem Percentage 15.9% 1. Scarcity of technical courses for teachers specialized professionals 49 13 2%. Lack of equipment necessary to employ IT in education and training 40 11.4% 3. Potential weakness of the material 35 8.1% 4. Poor efficiencies in the recruitment of teachers Almalomatahfa education and training 25 6.5% 5. Lack of Internet service for teachers in the professional concerns 20 6.2% 6. The low academic level students to industrial education 19 7. Lack of interest in management and decision-makers in the integration of informatics in Education 5.5% 17 5.2% 8. Lack of sufficient time due to busy work routine 16 teachers 4.5% 9. Lack of communication between teachers in schools 14 different industrial 4.3% 10. Keep up with the weakness of devices and equipment for technological developments 13 3.6% 11. The absence of developmental planning in secondary schools 11 industrial 3.2% 12. Limited availability of educational software and training 10 2.9% 13. The lack of a local computer network at school 9 2.6% 14. The lack of a unified information base for all industrial schools 8 2.3% 15. Weak relationship between the industrial schools and the local labor market 7 1.9% 16. Administrative constraints 6 1.6% 17. The lack of a private school websites industrial 5 1.3% 18. Difference between the equipment of various industrial schools 4 100% Total 308 By the results of Table (7) shows that (the scarcity of specialized technical courses for teachers Professionals, and lack of equipment necessary to employ IT in education and training, poor Material resources) has been a top three problems limiting the employment of IT in schools Secondary industry from the perspective of managers and teachers as the percentage on her 11.4%) and comprising (40.3%) of the total sum of the problems. ,% 13,% respectively (15.9 123 With regard to the three problems were the least about (administrative restrictions, and the lack of Web sites Industrial schools, and different equipment between different industrial schools) was the ratio . (1.3%, 1.6%, a percentage% respectively (1.9 III: Results of the study assumptions 1. Results of the first hypothesis: 0.05) in average = ) No statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine industrial attributable to the variable of sex. To test the first hypothesis the researcher used the t-test for two independent samples and the results of Table 8) show that:) Table (8): Results of test (T) for two independent samples of respondents according to gender in the areas of Study and the total score Area sex average number 60

Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive 0.266 1.115 - 186 0.46 4.12 164 Male Female 24 0.32 4.23 Software 0.137 1.492 - 186 0.50 4.14 164 Male Female 24 0.39 4.30 Devices Gear * 0.028 2.215 - 186 0.55 4.14 164 Male Female 24 0.41 4.40 Class College 0.065 1.859 - 186 0.44 4.13 164 Male Female 24 0.34 4.31 (0.05 = ) * statistically significant at the level of significance 124 Shown in Table (8) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = ) Vocational teachers in vocational secondary schools in Palestine in the industrial area of knowledge resources And software and the total score due to the variable sex, while the differences were statistically significant The field of hardware and equipment and in favor of females. 2. Results of the second hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the function. (To test the second hypothesis the researcher used the t-test for two independent samples and the results of Table (9 Show that: Table (9): Results of test (T) for two independent samples of respondents according to the variable function in the areas of Study and the total score Average number of field function Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive Director 0.41 4.27 15 0.229 1.207 186 0.45 4.12 173 teacher professional 0.44 4.31 Director 15 software 61

0.228 1.208 186 .49 4:15 teacher a professional 173 Devices Gear Director 0.47 4.09 15 0.546 0.605-186 0.55 4.18 173 teacher professional Class College Director 0.38 4.22 15 0.543 0.609 186 0.44 4.15 173 teacher professional (0.05 = ) * statistically significant at the level of significance 125 Shown in table (9) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = ) Teachers' professional professionals in the industrial high school in Palestine due to the variable function. 3. Results of the third hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the qualification. One-Way to test the third hypothesis the researcher used analysis of variance test The table shows (10) Arithmetic means and standard deviations of the areas and grade, ANOVA Total variable depending on qualification, while the table shows (11) the results of analysis of variance for significance Differences of the areas and the total score variable depending on the qualification: Table (10): Arithmetic means and standard deviations of the areas and the total score according to the variable Qualification Area 56 = N BA Diploma 117 = N Master and above 15 = N Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard 0.33 4.33 0.46 4.13 0.42 4.07 knowledge resources 0.44 4.38 0.51 4.18 0.43 4.07 software 0.36 4.39 0.58 4.21 0.46 4.03 devices and equipment 0.35 4.37 0.46 4.18 0.38 4.06 total score 126 Table (11): Results of analysis of variance for significant differences to the areas and the total score according to the variable Qualification Source areas, the contrast Total Squares Degrees 62

Freedom Average total Squares F The calculated Level Significance Resources Cognitive 2 Between Groups 0.388 0.775 0.146 0.2000 1.943 185 36.910 within groups 187 Total 37.685 Software 2 Between Groups 0.621 1.241 0.078 2.582 0.240 185 44.473 within groups 187 Total 45.714 Devices Gear 2 Between Groups 1.035 2.071 * 0.031 3.529 0.293 185 54.278 within groups 187 Total 56.349 Class College 2 Between Groups 0.631 1.262 * 0.038 3.340 0.189 185 34.938 within groups Total 187 36.199 (0.05 = ) * statistically significant at the level of significance Evident from the table (11) that there is no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = ) Vocational teachers in vocational secondary schools in Palestine in the industrial area of knowledge resources The field of software due to the variable of academic qualification, while the differences were statistically significant on the area of Comparisons between the dimensional (LSD) devices, equipment and the total score, and to determine differences test was used 13) show that:), (arithmetic averages and the results of tables (12 127 1. Field devices and equipment Posteriori comparisons between the averages for the field of computational devices (LSD) Table (12): Results of test Gear depending on the variable qualification Qualification Diploma Bachelor Masters and more 0.3617 * - * Diploma - 0.1852 Bachelor - 0.1765 Master and above (0.05 = ) * statistically significant at the level of significance 0.05) in = ) is clear from the table (12) that the differences statistically significant at the level of Field devices and equipment between the Diploma and Bachelor's in favor of BA, as well as the Diploma And master's and master's favor, while other comparisons were not statistically significant. 2. The total score Posteriori comparisons between the averages of the total degree (LSD) Table (13): Results of test Variable depending on the qualification Qualification Diploma Bachelor Masters and more * 0.3101 - Diploma - 0.1184 Bachelor - 0.1917 Master and above (0.05 = ) * statistically significant at the level of significance 0.05) in the = ) is clear from the the table (13) that the differences a function statistically when the significance level 63

Total score between the diploma and master's and master's favor, while other comparisons were not Statistically significant. 128 4. Results for the fourth hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In schools Industrial Secondary School in Palestine are attributable to the variable of the family of Specialization scientific. One-Way to test the hypothesis fourth researcher used analysis of variance test The table shows (14) Arithmetic means and standard deviations of the areas, ANOVA And the total score variable depending on the family of scientific specialization, while the table shows (15) results of the analysis Variance for the sign of the differences of the areas and the total score variable depending on the family of Specialization: Table (14): Arithmetic means and standard deviations of the areas and the total score according to the variable Family, scientific specialization Area 48 = N 48 other mechanics = N 92 = N Electricity Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard 0.38 4.00 0.58 4.17 0.38 4.18 knowledge resources 0.43 4.06 0.61 4.09 0.43 4.25 software 0.45 4.05 0.76 4.10 0.43 4.28 devices and equipment 0.36 4.04 0.58 4.12 0.36 4.24 total score 129 Table (15): Results of analysis of variance for significant differences to the areas and the total score according to the variable Family, scientific specialization Source areas, the contrast Total Squares Degrees Freedom Average total Squares F The calculated Level Significance Resources Cognitive 2 Between Groups 0.536 1.072 0.069 2.709 0.198 185 36.613 within groups 187 Total 37.685 Software 2 Between Groups 0.727 1.454 * 0.050 3.039 0.293 185 44.260 within groups 187 Total 45.714 Devices 64

Gear 2 Between Groups 1.004 2.007 * 0.035 3.416 0.294 185 54.341 within groups 187 Total 56.349 Class College 2 Between Groups 0.664 1.329 * 0.031 3.525 0.188 185 34.870 within groups Total 187 36.199 (0.05 = ) * statistically significant at the level of significance Evident from the table (15) that there is no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = ) Vocational teachers in vocational secondary schools in Palestine in the industrial area of knowledge resources Attributed to the family of scientific specialization, while the differences were statistically significant on the area of (LSD) and the field of software and hardware devices and the total score, and to determine the differences Asthaddm test 18) show that:), (17), (a posteriori comparisons between means, the results of tables (16 130 1. The field of software Posteriori comparisons between the averages of the field (LSD) Table (16): Results of test Software depending on the variable family of Specialization Electricity Aalhalt_khass scientific mechanics etc. Electricity * 0.1887 0.1609 Mechanics 0.0227 Other (0.05 = ) * statistically significant at the level of significance 0.05) in = ) is clear from the table (16) that the differences statistically significant at the level of The field of software between the family and the family of electricity is that electricity and for the family, while were not Other statistically significant comparisons. 2. Field devices and equipment Posteriori comparisons between the averages for the field of computational devices (LSD) Table (17): Results of test Gear depending on the variable family of Specialization Electricity Aalhalt_khass scientific mechanics etc. Electricity * 0.2287 0.1784 Mechanics 0.0503 Other (0.05 = ) * statistically significant at the level of significance 0.05) in = ) is clear from the table (17) that the differences statistically significant at the level of Field devices and equipment between family power and the family is so in favor of family power, while not Other comparisons were not statistically significant. 131 3. The total score Posteriori comparisons between the averages of the total degree (LSD) Table (18): Results of test Variable depending on the family of Specialization Electricity Aalhalt_khass scientific mechanics etc. Electricity * 0.1983 0.1177 Mechanics 0.0805 Other (0.05 = ) * statistically significant at the level of significance 0.05) in = ) is clear from the table (18) that the differences statistically significant at the level of Total score between the family and the family of electricity is that electricity and for the family, while were not Other statistically significant comparisons. 5. Results of the fifth hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of 65

Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to years of experience. (One-Way) to test the hypothesis fifth researcher used analysis of variance test The table shows (19) Arithmetic means and standard deviations of the areas and grade, ANOVA Variable depending on the total years of experience, while the table shows (20) the results of analysis of variance for significance Differences of the areas and the total score variable depending on years of experience: 132 Table (19): Arithmetic means and standard deviations of the areas and the total score according to the variable Years of Experience Area Less than 5 years 56 = N 10 years - of 5 48 = N More than 10 years 84 = N Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard 0.53 4.06 0.36 4.14 0.35 4.23 knowledge resources 0.50 4.12 0.42 4.19 0.53 4.21 software 0.55 4.03 0.39 4.30 0.61 4.28 devices and equipment .49 4:07 .30 4.21 0.44 the total degree 4.24 Table (20): Results of analysis of variance for significant differences to the areas and the total score according to the variable Years of Experience Areas the source of the contrast total Squares Degrees Freedom Average Total Squares F The calculated Level Significance Resources Cognitive 0.088 2.466 0.489 0.979 2 between groups 185 0.198 36.707 within groups 187 Total 37.685 Software 0.478 0.740 0.181 0.363 2 between groups 185 0.245 45.351 within groups 187 Total 45.714 Devices Gear * 0.004 5.594 1.607 3.213 2 between groups 66

185 0.287 53.135 within groups 187 Total 56.349 Class College * 0.045 3.148 0.596 1.192 2 between groups 185 0.189 35.007 within groups Total 187 36.199 (0.05 = ) * statistically significant at the level of significance 133 Evident from the table (20) that there is no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = ) Vocational teachers in vocational secondary schools in Palestine in the industrial area of knowledge resources The field of software due to the variable of years of experience, while the differences were statistically significant in the field of Comparisons between the dimensional (LSD) devices, equipment and the total score, and to determine the differences, a dish test 22) show that:), (arithmetic averages, and the results of tables (21 1. Field devices and equipment Posteriori comparisons between the averages for the field of computational devices (LSD) Table (21): Results of test Gear according to the variable of years of experience 10 years more than 10 years - years of experience less than 5 years of 5 * 0.2510 is less than 5 years - 0.2455 0.2755 * 10 years - of 5 More than 10 years (0.05 = ) * statistically significant at the level of 0.05) in = ) is clear from the table (21) that the differences statistically significant at the level of Field devices and equipment between the experience of less than (5) years experience and more than (10) years 10) years and their experience - and for the benefit of their experience is less than (5), and those who experience ranging between (5 10) years, while were not - more than (10) years for the benefit of their experience ranging between (5 Other statistically significant comparisons. 134 2. The total score Posteriori comparisons between the averages of the total degree (LSD) Table (22): Results of test Variable depending on years of experience 10 years more than 10 years - years of experience less than 5 years of 5 * 0.1737 is less than 5 years - 0.0309 0.1412 10 years - of 5 More than 10 Years (0.05 = ) * statistically significant at the level of 0.05) in = ) is clear from the table (22) that the differences statistically significant at the level of Total score between the experience of less than (5) years experience and more than (10) years and for the benefit From their experience is less than (5), while other comparisons were not statistically significant. 6. Results related to hypothesis sixth: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the Supervising Authority. Table (23) shows that: 135 Table (23): Results of test (T) for two independent samples of respondents according to the variable in the supervisory Fields of study and the total score 67

The field Supervising the average number Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive 0.564 0.578 186 0.45 4.144 154 government 0.43 4.095 34 non-governmental 0.658 0.443 186 0.50 4.17 154 software governmental 0.44 4.13 34 non-governmental Devices Gear 0.185 1.331 186 0.56 4.20 154 government 0.47 4.06 34 non-governmental Class College 0.361 0.915 186 0.45 4.17 154 government 0:38 4:09 a non-governmental 34 (0.05 = ) * statistically significant at the level of significance = ) is clear from the table (23) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial attributed to the Supervising Authority. 7. Results of the seventh hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the province. One-Way to test the hypothesis seventh researcher used analysis of variance test The table shows (24) Arithmetic means and standard deviations of the areas and the degree to ANOVA Total variable depending on the province, while Table (25) the results of analysis of variance for significance Differences of the areas and the total score variable depending on the province Table (24): Arithmetic means and standard deviations of the areas and the total score according to the variable Maintain Area north of 88 = N Center 76 = N South 24 = N Mean Arithmetic Deviation Standard Mean Arithmetic Deviation Standard 68

Mean Arithmetic Deviation Standard 0.27 4.10 0.42 4.07 0.49 4.19 knowledge resources 0.23 3.97 0.45 4.17 0.56 4.21 software 0.31 4.07 0.45 4.13 0.65 4.24 devices and equipment 0.22 4.05 0.39 4.12 0.50 4.21 total score Table (25): Results of analysis of variance for significant differences to the areas and the total score according to the variable Maintain Areas the source of the contrast total Squares Degrees Freedom Average Total Squares F The calculated Level Significance Resources Cognitive 2 Between Groups 0.318 0.636 0.207 1.589 0.200 185 37.049 within groups 187 Total 37.685 Software 2 Between Groups 0.527 1.054 0.116 2.183 0.241 185 44.660 within groups 187 Total 45.714 Devices Gear 2 Between Groups 0.380 0.761 0.284 1.266 0.300 185 55.588 within groups 187 Total 56.349 Class College 2 Between Groups 0.325 0.650 0.187 1.691 0.192 185 35.549 within groups Total 187 36.199 (0.05 = ) * statistically significant at the level of significance 137 = ) is clear from the table (25) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial attributed to the province. 8. Results of the hypothesis H: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of Internet service. To test the hypothesis eighth researcher used the t-test for two independent samples and the results of Table (26) shows that: Table (26): Results of test (T) for two independent samples of respondents according to the variable availability of Internet service In the areas of study and the total score Provide field service Average number of Internet Arithmetic 69

Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive Yes 0.40 4.14 152 0.595 0.533 186 0.59 4.10 no 36 Software Yes 0.46 4.17 152 0.576 0.560 186 0.60 4.12 no 36 Devices Gear Yes 0.45 4.19 152 0.245 1.166 186 0.83 4.08 no 36 The total score Yes 0.38 4.17 152 0.382 0.876 186 0.61 4.10 no 36 (0.05 = ) * statistically significant at the level of significance 138 = ) is clear from the table (26) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial attributed to the availability of Internet service 9. Results of the ninth hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of a computer. To test the hypothesis ninth researcher used the t-test for two independent samples and the results of Table 27) show that:) Table (27): Results of test (T) for two independent samples of respondents according to the variable availability of computer In the areas of study and the total score Area provides a Average number of computer Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive Yes 0.39 4.17 143 * 186 0.018 2.396 0.56 3.99 no 45 0.44 4.21 Yes 143 software 70

* 186 0.030 2.188 0.62 4.02 no 45 Devices Gear Yes 0.45 4.21 143 0.060 1.894 186 0.76 4.04 no 45 Class College Yes 0.37 4.20 143 * 186 0.016 2.430 0.57 4.02 no 45 (0.05 = ) * statistically significant at the level of significance ) is clear from the table (27) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = 139 Vocational teachers in vocational secondary schools in Palestine in the industrial field devices and equipment Attributed to the availability of a computer, while the differences were statistically significant on the area of resource Cognitive and software and the total score, and all differences in favor of the device available to them Computer. 10. Results related to hypothesis X: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals . LCD industry in secondary schools in Palestine due to the variable availability of a display device To test the hypothesis of the tenth researcher used the t-test for two independent samples and the results of Table 28) show that:) Table (28): Results of test (T) for two independent samples of respondents according to the variable availability of a display device In the areas of study and the total score LCD Area provides a LCD display number average Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive Yes 0.41 4.13 140 0.846 0.195 186 0.54 4.12 no 48 0.46 4.16 Yes 140 software 0.939 0.077 - 186 0.57 4.17 no 48 Devices Gear Yes 0.48 4.20 140 0.301 1.038 186 0.71 4.10 no 48 Class College 71

Yes 186 0.40 4.16 140 0.640 0.468 0.53 4.13 no 48 (0.05 = ) * statistically significant at the level of significance 140 ) is clear from the table (28) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of performance = Teachers' professional professionals in the industrial schools in Palestine due to the variable availability of a display device . LCD 11. Results of the eleventh hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of a local computer network. To test the hypothesis eleventh researcher used the t-test for two independent samples and the results of Table (29) shows that: Table (29): Results of test (T) for two independent samples of respondents according to the variable availability of a computer network Local areas in the study and the total score Area network provides Local Average number Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive Yes 0.38 4.12 114 0.586 0.545 - 186 0.53 4.15 no 74 0.43 4.14 Yes 114 software 0.380 0.881 - 186 0.56 4.20 no 74 Devices Gear Yes 0.51 4.13 114 0.168 1.385 - 186 0.59 4.24 no 74 Class College Yes 0.38 4.13 114 0.277 1.091 - 186 0.51 4.20 no 74 (0.05 = ) * statistically significant at the level of significance = ) is clear from the table (29) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of professional performance Professionals for teachers in industrial schools in Palestine due to the variable availability of a local computer network. 141 12. Results of the twelfth hypothesis: 0.05) in average = ) there is no statistically significant differences at the level of 72

Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of educational software or training. To test the hypothesis twelfth researcher used the t-test for two independent samples and the results of Table (30) shows that: Table (30): Results of test (T) for two independent samples of respondents according to the variable availability of software Ottdrebeh education in the areas of study and the total score Area provides Average number of software Arithmetic Deviation Standard Degree Freedom Value (V) The calculated Level Significance Resources Cognitive 0.222 1.226 186 0.41 4.17 Yes 97 0.48 4.09 no 91 0.501 0.673 186 0.43 4.19 Yes 97 software 0.55 4.14 no 91 Devices Gear 0.258 1.134 186 0.46 4.22 Yes 97 0.62 4.13 no 91 Class College 0.255 1.141 186 0.38 4.19 Yes 97 0.49 4.12 no 91 (0.05 = ) * statistically significant at the level of significance = ) is clear from the table (30) that there was no statistically significant differences at the level of 0.05) in the average response of managers and teachers in the evaluation of the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine Industrial attributed to the availability of software Educational Ottdrebeh. 142 Chapter V Discuss the findings and recommendations - Or not: Discussion of Results - Second, the recommendations 143 Chapter V Discuss the findings and recommendations Or not: Discussion of Results The study aimed to identify the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine from the industrial point of view of managers and teachers, in addition to Determine the impact of study variables (sex, function, and qualification, and the family of scientific specialization, And years of experience, Supervising Authority, maintain, and provide Internet service, and provides a computer, And provides a local computer network, and provide training or educational software), LCD monitor and provide 73

To assess the role of IT in the development of the professional performance of teachers, professionals in schools Aaltanueh Industry in Palestine from the perspective of managers, teachers, and to achieve this study was carried out on Available sample of teachers, professionals and managers working in secondary schools in the industrial Palestine, has reached the sample (188) and a teacher and director. After the data collection and tabulation were treated The following discussion of the results (SPSS) using the statistical program SPSS Reached: Or not: discuss the results relating to the first question What is the role information technology in the development of the professional performance of teachers, professionals in schools Aaltanueh Industry in Palestine from the perspective of managers and teachers? To answer this question used the averages and percentages of each paragraph and each 6) that the role of informatics in), (5), (4), (the degree and the college, as it showed the results of tables (3 Development of the professional performance of teachers, professionals in the industrial schools Aaltanueh in Palestine from the point of Of view of managers and teachers received a very large degree on the three study areas (the area of Knowledge resources, and the area of software, hardware and field gear), came the field of devices and equipment 144 In the first place, reaching the percentage of the response to it (83.5%), followed by the field Software in the second, reaching the percentage of the response to it (83.3%), while The field of knowledge resources came in third place, reaching the percentage of the response by the To (82.7%). As for the overall class of the role of IT in the development of the professional performance of teachers Professionals in the industrial schools Aaltanueh in Palestine from the perspective of managers and teachers were . (% Too large, reaching the percentage of the response to them (83.2 , And such results were consistent with the results of a study of all Hinnawi (2003), launched (2003 . (And Arishi (2007), and Joseph (2008, (Atjonen, and Nassar (2004), and Atjonn (2005, (Chen Where the results of these studies showed that the attitudes of teachers towards the elements of information were positive, And to encourage the employment of teachers in computer education, also noted the importance of integrating technology Information and communication technology in teacher preparation programs and professional development. These results confirm the importance of IT in all its elements and components in the development Teachers' professional professionals in the industrial high school, and this requires attention to the provision of all Elements of informatics knowledge resources, software, and hardware and equipment to achieve the Millennium Desired with regard to continuing professional growth of teachers, professionals, and information so that we can employ In all educational and training activities and management in the industrial high school. The results show for the total score of the role of IT in the development of professional performance Professionals for teachers in secondary schools in Palestine from the industrial point of view of managers and teachers On a very large degree, the researcher believes that the reason for this may be due to that all the elements of And components of modern information technologies rapidly evolving, the need should be met in our time Present, especially as we live since the beginning of the third millennium, and even now a very big revolution in the field of Information and communication, there are many of the rapid technological developments and the successive, and that All elements of IT and need components that should be in order to keep pace with these developments 145 74

And developments. The researcher believes that the reason may be due to the majority of the study sample of managers Professionals and teachers are graduates of engineering schools and technology branches and technical institutes and colleges Technique, this class is the most commonly used for each Majribt Informatics and most conscious of their importance in Professional development to them; and thus improve the quality of output of industrial education. The results also showed great convergence in the ratio of the sample in response to the three areas of study (Knowledge resources, software, hardware and equipment), and all I got on the degree of response Very large, and the researcher believes that the reason for this may be due to the equality of the three study areas Where the weight of key components for IT, as well as equally as important in terms of The achievement of professional development for teachers in secondary schools and for industrial employment in the IT These schools, Valbermjiat education and training can not be employed in education and training without providing Devices and equipment, at the same time can not provide this software without providing knowledge resources, Since each of these areas to achieve integration and balance with other areas. Second, discuss the results related to your second question What are the main problems that limit the employment of information technology in secondary schools in the industrial Palestine? The results of Table (7) that there are (18) the problem of limiting the employment of information technology in Secondary schools in Palestine from the industrial point of view of managers and teachers. The most important of these , (% Problems is the scarcity of technical courses for teachers specialized professionals as a percentage (015.9 , (%, Lack of equipment necessary to employ IT in education and training as a percentage (13 And the weakness of material resources as a percentage (11.4%), poor efficiencies in the recruitment of teachers Almalomatahfa education and training as a percentage (8.1%). The less problems that limit the employment of Informatics in secondary schools is different industrial equipment among high school . (% Various industrial percentage (1.3 146 The findings are consistent with the study of Abdul-Hamid (1998), and Abou-Zeid , And Ammar (2001), and Hamdan (2002), and Abuasbh (2005), and has given him (2006), and Jelbhar (2006 And Zeid (2007), in that the problems of high school and constraints of industrial employment (Gulbahar Information which is in the weakness of the material and the lack of necessary equipment, in addition to Twice the professional growth of teachers due to lack of in-service training. The researcher believes that the reason for the problem of scarcity of specialized technical courses offered to teachers Professionals may be due to the majority of these courses need to be very high costs, and may not be available In the local market, and sometimes you need to travel to an advanced country in the specialized field of the teacher, and the The small number of technical courses available for teachers only on the cooperation of a number of donor countries with The Ministry of Education and Higher Education by hosting some of the teachers and professionals in the country to provide The necessary training to them. The researcher believes that the reason for the problem of lack of equipment and the problem of potential weakness Material may be due to the many expenses of the industrial schools on the one hand, the lower their budgets on the one hand 75

Other school is in need of industrial concerns Mstmrely supply raw materials and laboratories And consumables, as well as modernization and continued development of devices and equipment to cope with Requirements of the times As for the problem of poor teacher competencies in the recruitment of IT professionals in education And training researcher sees that the reason may be due to a lack of specialized technical courses offered to teachers Professionals and the results of the study confirm that, in addition to lack of equipment and services necessary to employ Informatics in education, training and most important of which computer hardware, peripherals and Internet service. Since this problem is a natural result of the presence of the above-mentioned problems. In order to meet these Problems to be the decision-makers and planners in the field of vocational and technical education to pay attention to the development of Human resources and development of material resources together to achieve balance and integration between them, because the interest 147 The side without the other will increase the gap between them, which negatively affects the outcomes of vocational education And technical, and leads to waste of energy and resources. The researcher believes that the reason for the decline in the problem of different equipment in secondary schools Industry may be due to the similarity of these schools in terms of material resources and in terms of availability of devices The methods, tools and materials. Third, discuss the results of the study assumptions 1. Discuss the results of the first hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine industrial attributable to the variable of sex. (To examine the hypothesis test was applied (t) for two independent samples, where the results of table (8 0.05) in the resources area = ) that there was no statistically significant differences at the level of Cognitive and software and the total score due to the variable of sex, where the value of the level (Significance to the field of knowledge and resources in software and on the total score is greater than (0.05 While the differences were statistically significant on the field of hardware and gear, where the value of the significance level Less than (0.05) on this area, and the differences were in favor of females. And this result was consistent with the study of each of the Hinnawi (2004), and Hussein Hindawi 2006), and Abou-Zeid (2007), and Joseph (2008), which showed that the trends toward items) Information and the understanding of the obstacles in the recruitment of IT education does not vary by sex. The researcher believes that the lack of differences in response between the sexes may be due to both Gender of the teachers, professionals and teachers have the professional skills and competencies are similar and 148 Subject to the same standards of employment, and apply the same study plan and study the same detective (fig. Industrial, science and industry, and practical training), in addition to the similarity of their recognition of the importance of recruiting IT in education and training, especially as all the elements of information from the resources of knowledge, And software, and services available to male and female, they are not the preserve of males. 2. Discuss the results of the second hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals 76

In secondary schools in Palestine Industrial attributed to the function. (To examine the hypothesis test was applied (t) for two independent samples, where the results of Table (9 0.05) in all areas = ) that there was no statistically significant differences at the level of Study and the total score due to the variable function, where the value of the significance level for all Fields of study and on the total score is greater than (0.05). And this result was consistent with the study Hinnawi (2003), which showed that the attitudes of teachers towards the Internet as one of the basic elements Informatics for Atakhtlv different function. The researcher believes that the reason you do not see differences may be due to the similarity of the qualifications and specializations Managers, teachers, professionals working in the industrial high school, where the majority of Graduates of engineering schools and technology and technical colleges and technical institutes, all fall under the umbrella of Institutions of education and vocational and technical training, and administrative work in high school industrial Not limited to the school principal, also practiced Teacher professional management activities through the Department of Operator in which it operates, in contrast, the work of the school principal resident within the school as a supervisor of more than Contact with the teachers, professionals and makes him more appreciative of their technological and deal with them more The importance of information technology in the development of their professional performance. 149 3. Discuss the results of the third hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the qualification. (To examine the hypothesis test applied analysis of variance showed the results of the table (11 Posteriori comparisons in the tables (12), and (13) that there are no significant differences (LSD) test and the results of 0.05) in the field of knowledge and resources in software = ) statistically significant at the level of Attributed to the qualification, where the value is greater than the significance level (0.05) on this Areas, while the differences were statistically significant in the field of devices and equipment and the total score attributed To the variable of academic qualification, where the value is less than the significance level (0.05) on the area of hardware Gear and the total score. The differences were in the field of devices and equipment between the Diploma and Bachelor's in favor of Bachelor, and Master's Diploma and Master's favor, but for the differences in the total score It was between the diploma and master's and master's favor; awareness campaign, which means BA And master of the role of IT in the development of the professional performance of teachers, professionals, more than their peers from Diploma campaign. The findings are consistent with the results of a study Arishi (2007), which showed that the extent of recognition The role of information technologies in the development of education in educational institutions, government and private differs Depending on qualification, have varied with the results of a study Hinnawi (2003), which showed that the trends About the Internet as one of the basic components of information to Atakhtlv different qualifications. The researcher believes that the reason for the emergence of such differences may be due to teachers' professional Masters of the campaign to have the cognitive stock than their peers from Diploma campaign, as they passed through 150 Learning stations and on several different periods of time Axbthm experience and additional skills and made them in 77

The case of touch with what's new in their field of knowledge, skills and modern techniques; And therefore are more aware than their peers from the Diploma campaign of the importance of IT and its role in achieving Professional development of teacher professional development. 4. Discuss the results of the fourth hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In schools Industrial Secondary School in Palestine are attributable to the variable of the family of Specialization scientific. (To examine the hypothesis test applied analysis of variance showed the results of the table (15 18), there are no differences), (17), (a posteriori comparisons in the tables (16 (LSD) test and the results of 0.05) in the field of cognitive resources due = ) are statistically significant at the level of Mngaraalh of scientific specialization, where the value is greater than the significance level (0.05) on this Field. While the differences were statistically significant in the field of software and hardware and equipment The total score attributed to the family of scientific specialization, where the value of the level of the The field of devices and hardware and software and the total degree less than (0.05), were all Differences between the family and the family of electricity is that electricity and for the family. (The findings are consistent with the results of a study of Hamdan (2002) and Abuasbh (2005 Which showed the presence of statistically significant differences due to the variable of specialization, have varied with the results of a study Hindawi, Hussain (2006), which showed no statistically significant differences due to the variable of specialization. The researcher believes that the reason for the emergence of such differences may be due to teachers' professional Belonging to the family of power are working in laboratories and workshops (maintenance Computer, information technology, telecommunications, industrial, electronics, and electricity use), 151 As can be seen, all these disciplines are linked directly with all elements of information Devices and hardware, software and knowledge resources. The teachers are professionals who belong to the family is That are working in the workshops (carpentry, upholstery and decoration, size and construction) and also note that These disciplines are not linked directly with all elements of informatics; It is therefore belongs More electricity to the family in recognition of the importance of the role of IT in achieving the professional development of teacher professional development. 5. Discuss the results relating to hypothesis the fifth 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to years of experience. (To examine the hypothesis test applied analysis of variance showed the results of the table (20 22), there are no significant differences), (a posteriori comparisons in the tables (21 (LSD) test and the results of 0.05) in the field of knowledge and resources in software due = ) at the level of statistical To the variable of years of experience, where the value is greater than the significance level (0.05) on these two areas. While the differences were statistically significant in the field of devices and equipment and the total score due to the variable Years of experience, where the value is less than the significance level (0.05) on the area of hardware and equipment (And on the total score, and the differences in hardware and equipment between the experience of less than (5 Years experience and more than (10) years for the benefit of their experience is less than (5) years, and those who 10) years experience and more than (10) years for the benefit of their experience - their experience, ranging from (5 (10) years. The differences in total score between the experience of less than (5 - ranging from (5 78

Years experience and more than (10) years for the benefit of their experience is less than (5) years. The findings are consistent with the results of a study Hindawi, Hussain (2006), which showed differences Statistically significant due to the variable of years of experience, have varied with the results of a study of Hamdan

2002), and Hinnawi (2003), and Abuasbh (2005), which showed no statistically significant differences) Attributed to the years of experience. The researcher believes that the reason for this may be due to the teachers who have professional experience of less than 5) years in mostly new graduates, they keep up with the more recent technological developments) The most widely used of modern technologies, and methods of teaching and training have been educated and trained by During their studies at universities and colleges more events e and sophisticated than those of conventional methods that teach Teachers are professionals who have the experience of more than (10) years; and thus are more aware of the importance of Hardware, software and teaching methods of modern and advanced in the processes of education and training, And more aware of their importance in achieving the professional development of teachers. 6. Discuss the results of the sixth hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the Supervising Authority. (To examine the hypothesis test was applied (t) for two independent samples, where the results of the table (23 0.05) in all areas = ) that there was no statistically significant differences at the level of Study and the total score attributed to the Supervising Authority, where the value of the significance level for all . (Fields of study and on the total score is greater than (0.05 The researcher believes that the reason may be due to similarity of physical conditions and educational and training High school industrial, governmental and non governmental organizations, and the General Administration of Colleges and Vocational and technical education in the Ministry of Higher Education is a reference all secondary schools of industrial Governmental and non-governmental organizations in Palestine in the issues of education and training curricula and lesson plans And programs and exams. 153 7. Discuss the results on the seventh hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the province. (To examine the hypothesis test applied analysis of variance, where the results of the table (25 0.05) in all areas = ) that there was no statistically significant differences at the level of Study and the total score attributed to the province, where the value of the significance level for all Fields of study and on the total score is greater than (0.05). These findings were consistent with the results Abuasbh study (2005), which showed no statistically significant differences due to the variable of the province. The researcher believes that the reason may be due to the similarity of all secondary schools in the West Industrial Bank and the Gaza Strip in terms of potential physical and educational conditions, training and policies Curricula and study plans and standards for the recruitment and criteria for accepting students, in addition to the exposure These schools of the same challenges and problems. 8. Discuss the results on the eighth hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of Internet service.
79

(To examine the hypothesis test was applied (t) for two independent samples, where the results of the table (26 0.05) in all areas = ) that there was no statistically significant differences at the level of Study and the total score attributed to the availability of Internet service, where the value of the level of the . (All fields of study and on the total score is greater than (0.05 154 The researcher believes that the reason for this may be due to the Internet service available for teacher professional Not only within school but also available elsewhere, either in homes or in centers Internet, The teacher who does not have Internet service available within the school are available to him outside. 9. Discuss the results on the ninth hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of a computer. (To examine the hypothesis test was applied (t) for two independent samples, where the results of the table (27 0.05) in the field of devices = ) that there was no statistically significant differences at the level of Gear, where the value is greater than the significance level (0.05) on this area, while the Statistically significant differences in software and knowledge resources and the total score according to the variable Provide a computer, where the value is less than the significance level (0.05) on the field of software And the field of knowledge resources and the total score, and the differences were in favor of providing them with the school system Computer. These findings were consistent with the results of a study of all Hinnawi (2003) and Khaza'leh and his colleagues 2006), which showed statistically significant differences due to the variable availability of a computer and for whom) Available to him a computer. The researcher believes that the reason for this may be due to that available to them in a computer School are more used to him and software, more Atsa not connected to the Internet who are not available to them A computer at school; and thus acquire the skills and additional knowledge and positive attitudes towards The use of computers and software, which increases their awareness of the importance of the role of IT in all its elements 155 In achieving their professional development, where the computer from the underlying hardware that support employment Information in the industrial schools. 10. Discuss the results on the hypothesis of the tenth 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals . LCD industry in secondary schools in Palestine due to the variable display device (To examine the hypothesis test was applied (t) for two independent samples, where the results of the table (28 0.05) in all areas = ) that there was no statistically significant differences at the level of Where the value of the significance level, LCD study and the total score due to the variable display device . (All fields of study and on the total score is greater than (0.05 In the LCD and the researcher believes that the reason for this may be due to the high prevalence of a Educational institutions and centers, teacher training, in addition to using it consistently in the Workshops, courses and conferences attended by teachers and administrators; which led to the agreement Managers, teachers, professionals on the importance of this device as one of the physical components of information regardless Of the availability of this device in their schools, where this device is characterized by its ability to display elements Multimedia (text, image, movement) and software of various types are clearly, Which saves time and effort the teacher, is also a source of excitement and suspense of the students, which increases the motivation To learn. 11. Discuss the results of the eleventh hypothesis 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals
80

In secondary schools in Palestine Industrial attributed to the availability of a local computer network. 156 (To examine the hypothesis test was applied (t) for two independent samples, where the results of the table (29 0.05) in all areas = ) that there was no statistically significant differences at the level of Study and the total score attributed to the local computer network, where the value of the level of the . (All fields of study and on the total score is greater than (0.05 The researcher believes that the reason for this may be due to the prominent role of the local computer network Promote communication and exchange of information and data between all workers in the industrial school One, resulting in a lack of differences between the appearance they have the local computer network at school Among those who do not have this network. 12. Discuss the results of the second hypothesis ten 0.05) in average = ) there is no statistically significant differences at the level of Responses of managers and teachers in the evaluation of the role of IT in the development of the professional performance of teachers, professionals In secondary schools in Palestine Industrial attributed to the availability of educational software or training. (To examine the hypothesis test was applied (t) for two independent samples, where the results of the table (30 0.05) in all areas = ) that there was no statistically significant differences at the level of Study and the total score attributed to the availability of educational software or training, where the value of . (Level of significance to all areas of study and the total score is greater than (0.05 The researcher believes that the reason for this may be due to the importance of providing educational and training software For the employment of IT in education and training as an important and essential component of IT components also showed the results of the study, in addition to their importance in supporting the technical performance of the teacher Inside the classroom, as the teacher who has Unavailable for this software realizes how important and how Contribution to the improvement of its performance. 157 Second, the recommendations Or not: the recommendations in the light of the results of the study 1. The need to provide all the elements of informatics in secondary schools of the industrial resources of knowledge The hardware and software and hardware. 2. Need to work on the employment of ICT in all administrative activities And educational and training in secondary schools industry. 3. Need to focus on the development of human resources working in secondary schools in the area of industrial Information technology and communications; to be able to keep up with rapid technological developments And face the explosion of knowledge. 4. Development of plans and development projects to ensure integration of information technology in vocational and technical education, Through the cooperation of decision makers in the field of vocational and technical education planners and Educators. 5. Work to achieve a balance between integration and professional development for teachers of professionals on the one hand, and between Development and modernization of equipment and the means and methods of education and training on the other. 6. Work to provide Internet service to all teachers and administrators working in secondary schools Industrial. Second, proposals on future studies 1. Conduct a similar study on branches or other professional Kaltjara agriculture. 2. Conduct a study on the reality of employment information in secondary vocational schools in Palestine. 3. A study on trends in vocational high school students about technology in Palestine Information and communication. 158 List of sources and references Or not: Arabic references Abu Zaid, Abdul Baqi. (2007). Obstacles to employment of ICT in the curriculum Commercial materials in secondary education. Research presented to the First International Conference for the use of technology
81

Information and communication for the development of pre-university education, Mubarak City for Education, Egypt. Abu-Lughod, Ibrahim, the Hamad, Hussein. (1997). "Palestinian education: history, reality, and the need to The future ", International Conference on Palestinian Studies, Birzeit University, Birzeit, Palestine. Abu blame, and Amjad Abugabr, Majid and Ahmed, Iman. (2005). The effect of using multimedia in teaching English as a third grade of basic academic achievement for students. Science Magazine Educational and Psychological, Vol 7, No. 4, College of Education, University of Bahrain, Bahrain. Abou-Zeid, and Ammar Abdul Baqi, my dream. (2001). Employment of Computer and Informatics in education curricula Technical State of Bahrain: the reality and difficulties. Research published in the work of the Sixteenth Congress For Computer Education, Kingdom of Saudi Arabia. Abuasbh, MI. (2005). Problems of vocational education in secondary vocational schools of the Palestinian The perspective of teachers, professionals and students. Unpublished MA Thesis, University of Success National, Nablus, Palestine. Ahmad, Aqeel. (2005). Computerized educational software design and study the impact of their use in the collection of Altalbhgamaaan of the concepts of tables and queries in databases. Journal of Science Educational and Psychological, Vol 8, Issue 2, College of Education, University of Bahrain, Bahrain. General Directorate of colleges and vocational and technical education. (2008). Publications of the Ministry of Education Higher Education, Ramallah, Palestine. 159 Packard and Reese. (2003). Employment of information technology in schools. Dar Al-Faruq for publication And distribution, Cairo, Egypt. Tawfik, Abdel-Rahman (2007), "How to become a coach Effectiveness not?", Center of expertise for professional management (Bmik), Cairo, Egypt. Jaber, Samih (2001), "Guide the preparation of training programs and materials", i 1, the Arab Center for Training Vocational and training of trainers, Libya. Jubran, Vahid (2006), "a reference guide in training", Department of Education, and Relief Agency International, Amman. Harthy, Ibrahim. (2000). Curriculum planning and development of a realistic perspective. Shaqri library, Riyadh, Kingdom of Saudi Arabia. Hazmi, absolute. (1995). Study on the sports calendar software used on computer Automatic, magazine message Persian Gulf, No. 55, Bureau of Education for the Gulf States, Riyadh, Kingdom of Saudi Arabia. Free, Abdul Aziz. (2001). School of the Future. Library of Education for the Gulf States, Riyadh, Kingdom of Saudi Arabia. Padding, Mazen et al. (1997), "meet the challenge (vocational training, the current situation and perspectives Future), "team of experts in vocational training, the Ministry of Labor, Ramallah, Palestine. Aleppo, Ihsan Mahmoud and safety, Mariam Abdul Qadir. (2004). Development of competencies required for members Faculty in the light of the standards of quality and comprehensive system of academic accreditation. Study submitted In a workshop methods of activating and document the views of Prince Abdullah bin Abdul Aziz on Education 21 Dhu al-Hijjah 1425 AH, King Abdul Aziz University, Saudi Arabia. - High 19 160 Hamdan, Murad (2002). "The problems of high school industrial government in the provinces of West West from the viewpoint of teachers ", unpublished Master Thesis, Faculty of Education, University of Najah, Nablus, Palestine. Hinnawi, Magdi. (2003). Trends supervisors about the Internet and its uses in education In Al-Quds Open University in Palestine. Unpublished MA Thesis, University of Success National, Nablus, Palestine. Houachin, proof. (1988). Management practices of elementary school principals for growth Vocational teachers as perceived by teachers and managers in Jordan. Master is Published, Yarmouk University, Irbid, Jordan. Khaza'leh, facilitate and scratching, and Ayed Jawarneh, Tariq. (2006). The extent to which school teachers
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Egyptian, Munther. (1990). "Professional teacher", the Arab Center for vocational training and preparation of trainers, Arab Labour Organization, the Arab Labour Office, i 1. Tripoli, Libya. Egyptian, Munther. (1995). "Vocational education, issues and models", the Arab Center for Vocational Training And the preparation of trainers, Tripoli, Libya. Standard, Mahmoud. (1991). "Vocational education in the occupied territories," Center for the Study and Documentation Palestinian Society, Birzeit University, Birzeit, Palestine. Momani, Khaled. (2007). Technological competencies of teachers in the city of Irbid from the viewpoint of Supervisors .2008, Educators. Journal of the Science humane, the fifth year: No. 36 Nassar, Ali. (2004). Imagine a proposal for the system of teacher preparation faculties of education in Egypt in the light of Use of information technology requirements of the pre-university education field study, Journal of College Education, number 33, volume 2, Tanta University, Egypt. Hadi, Mohammed. (1990). Information technology and its applications. Sunrise House, Cairo, Egypt. Hindawi, Omar and Hussein, Jibrin. (2006). Difficulties faced by university students in Jordan , Employ the Internet in university education. Journal of Educational and Psychological Sciences, Vol 9, Issue 1 College of Education, University of Bahrain, Bahrain. The Ministry of Education and Higher Education. (2008). Strategy for teacher education in Palestine. Ramallah, Palestine. And the gift, rare. (2006). Information and communication technology and education in Palestine. Model case study, Qattan Centre for Educational Research and Development, the AM Qattan Foundation, Ramallah, Palestine. 84

Yassin, Mr.. (2001). Information and culture of globalization. House Renaissance of Egypt, Cairo, Egypt. 165 Joseph, Atef. (2008). Students explore the trends in English Language and Literature at the University of Zarqa Private towards the use of electronic information sources. Journal of universities . Arab, No. 50, July / 2008 Younis, Abdul Razzaq. (1989). Information technology. Workers Cooperative Society presses, Oman, Jordan. Second, foreign references Tadmoury, Ahmed. (2007). Awareness of the importance of IT in building the personality of the person since childhood. .15/12/2008. www.arabcin.net / Arabic .17/11/2008 Www.minshawi.com. Hajri, menopause. (2003). Information warfare . 2/12 / Abdel-Hamid, Ibrahim (2006). The trend towards computer. 2008 www.mokattampsych.com Abilock, D. (2001). Using Technology to Enhance Student Inquiry.In JFLebaron and C.Collier (Eds), Technology In Its Place San Francisco Jossy-Bass Inc. Alfonso R., Geral F., and Richard N. (1981). Instructional supervision a behavior system. Second, Boston: Allyn and Bacon, Inc. P35-36. Atjonen, P. (2005). Finnish Teachers and Pupils as Users of ICT. International Journal Informatics In Education, 2006, Vol. 5, No. 2, 167-182, Institute of Mathematics and Informatics, Vilnus. 166 Carboni, L.W. (1999). How Might an online discussion forum support teachers Professional development in mathematics?. A first look, paper presented at the Annual meeting of the Association of mathematics teacher educators, Chicago, U.S.A. Changzai Y. (2000). Teaching Upper Secondary School Mathematics on Real Number System Through Re-medial Computer Assisted Instruction. Pongchawee Vaiyavutjamai University. Charney C., and Conway K. (2005). "The Trainer's Tool Kit", 2nd Edition, American Management Association, USA. Chen, Yi-wen. (2003). Distance education as a method of promoting the professional development of Taiwanese junior high school mathematics teachers in using technology, Ed.D. University of Illinois at Urbana-Champaing, China. Coffman, T. (2004). Online professional development: Transfering skills learned to the classroom. CAPELLA UNIVERSITY, (DAI-A 65/03, p.895, Sep 2004). Dolasinski, M. (2004) "Training the Trainer Performance-Based Training for Today's Workplace ", Person Education, Inc., New Jersey. Gulbahar, Y. (2006). ICT Usage in Higher Education. The Turkish on Line Journal of Educational Technology, TOJET, January 2008 ISSN :1303-6521Volume7Issue 1 Article3. 167 Joy F. (2000). Integrating Technology into Instruction in an Inclusive Classroom for Diverse Learners. Rowan University. U.S.A. Kallick, B. & Wilson, J. (2001). Information Technology for Schools. San Francisco Jossy-Bass Inc. Kroehnert, G. (2000), "Basic Training for Trainers", Third Edition, The McGraw-Hill Companies, Inc., Australia. Mondy, W. and Noe, R. (2005) Human Resource Management, Ninth Edition, Prentice Hall, Person Education International. Palmira, M. (2007). Would-Be Teachers Competence in Applying ICT. International Journal Informatics In Education, 2007, Vol. 6, No. 2, 397 - 410, Institute of Mathematics and Informatics, Vilnus. Sandholts, J.H. Staff, RC & Dwyer D. (1997). Teaching with Technology: creating student-centered classroom.New York Teachers College 85

Press. Thomson C. (2006). Powerful Pedagogy. Learning from and a bout Teaching in an Elementary Literacy Course. Teaching & Teacher Education. An International Journal of Research and Studies. Vol.22, No.2, p 194 Feb. {ERIC. No EJ 724551}. Zahner, J. (2002). Teacher Explore Knowledge Management and ELearning as Models for ProfessionalDevelopment, Tech Trends; V46, N3. 168 Supplements (Appendix (1 Industrial secondary schools in Palestine School to maintain the number Supervisor Disciplines available Nablus, a secondary Industrial (= Number of specialties (13 Nablus government use of electricity, radio and television, maintenance Computers, electronics, industrial, Car mechanics, lathe and settlement, welding And the formation of metals, sanitary and heating Central air conditioning and refrigeration, carpentry, upholstery And decorations, space and building, communication 2 way back secondary Industrial (= Number of disciplines (7 Jenin government electricity use, maintenance of computers, Industrial Electronics, Electrical Motors, Car mechanics, air conditioning and refrigeration, carpentry 3 Tulkarem secondary Industrial Number of disciplines (10) = Tulkarem government electricity use, maintenance of computers, Industrial Electronics, Electrical Motors, Car mechanics, air conditioning and refrigeration, carpentry, And building space, radio and television, welding and forming Metals 4 Hebron High School Industrial (= Number of disciplines (6 Hebron government electricity use, maintenance of computers, Industrial Electronics, Electrical Motors, Car mechanics, carpentry 5 girls secondary role Number of professional (Fields = (1 Hebron maintenance of government computers 6 Abbey Dibwan secondary Industry, the number of (Fields = (10 Ramallah government use of electricity, radio and television, maintenance Computers, electronics, industrial, Car mechanics, welding and metal forming, Sanitary and central heating, air conditioning And cooling, carpentry, and building space 7 Salfit Iianuehalsnaaah (The number of specialties = (4 Salfit government radio and television, computer hardware maintenance, Communications, Industrial Electronics 86

169 School to maintain the number Supervisor Disciplines available 8 Jenin Industrial Secondary School (The number of specialties = (4 Jenin government computers maintenance, maintenance of office machines, Communications, Industrial Electronics 9 Deir al-Balah secondary Industrial (= Number of disciplines (7 Deralblh government power cars, radio and television, maintenance Computers, electronics, industrial, Use of electricity, mechanics cars, carpentry 10 high school Industrial / Jerusalem (= Number of disciplines (9 Jerusalem is Governmental Use of electricity, radio and television, maintenance Computers, office equipment maintenance, Turner and the settlement, welding and metal forming tools Healthy and central heating, carpentry, upholstery And decorations 11 Bethany High School Industrial (The number of specialties = (5 Jerusalem government use of electricity, carpentry, upholstery and decorations, Welding and forming metals, printing and packaging 12 Abdullah bin Al-Hussein Industrial (The number of specialties = (5 Jerusalem is Governmental Electric cars, car mechanics, maintenance Computers, use electricity, radio And television 13 Alszayan secondary Industrial (The number of specialties = (3 Bethlehem is Governmental Use of electricity, radio and television, turning And settlement 14 high school girls Gaza Professional (Number of disciplines (2 Gaza government maintenance of computers, communications 15 Qalqilya secondary Industrial (The number of specialties = (5 Qalqilya, a government computer maintenance, maintenance of machines Office, communications, electronics, industrial, Electricity use ((General Administration of colleges and vocational and technical education 0.2008 170 (Supplement (2 Distribution of teachers, professionals and students in secondary schools in Palestine Industrial 2009/2008 school year Number of industrial school professionals Adeddamwaliman number of students Male Female Male Female 87

In 1121. Jenin Industrial School 9 In 1552. School way back 14 industrial 202 433 3. Tulkarem Industrial School 20 In 1224. School of Industrial Qalqilya 9 72 5. Salfit Industrial School 7 3566. Industrial Madrshnabuls 32 In 1447. School of Industrial Derdboan 22 251 704 8. 15 Hebron Industrial School 79 9. Role of professional school for girls 8 21 010. High school industrial / Jerusalem 16 5211. Bethany Industrial School 11 8712. Industrial Madrshalselisean 8 5413. Madrshabdallah bin Al-Hussein Industrial 10 16 014. Deir al-Balah Industrial School 16 7515. School for Girls Strip Professional 7 199 1937 22 Total 189 2136 total 211 ((General Administration of colleges and vocational and technical education 0.2008 171 (Appendix (3 Investigation of assessments for students grades first secondary and second secondary industrial industrial Number of shares the mark Weekly Article Section 100 articles of general Arabic 3 100 Islamic Education 3 100 English 3 100 Mathematics 4 100 Physics 4 50 technology information 2 Education, Sports 1 successful / Fail 150 Materials Science Specialization Industry 4 150 hands-on training 16 Industrial drawing 150 4 1000 Total 44 ((General Administration of colleges and vocational and technical education 0.2008 172 (Appendix (4 Its image resolution initial An-Najah National University Faculty of Graduate Studies Brother, the manager / brother, teacher Greetings; The researcher conducted a study entitled (the role of IT in the development of the professional performance of teachers Professionals in the industrial high school in Palestine from the perspective of managers and teachers), For this purpose, the researcher designed questionnaire of three sections, the first section includes personal information The Director or teacher, and the second section covers the three areas of questionnaire, and the third section contains a question About the problems that limit the employment of information technology in secondary schools in Palestine Industrial. That The objective of this research service for scientific research only, so please check out the you fill out questionnaire Honestly and accurately and objectively. Thanking you for your cooperation, Researcher: confident Najib Gesnawi Section I: Preliminary Information Please tick () in the appropriate box that indicates your status with respect to each paragraph of the 88

Questionnaire Non-governmental 1. Supervising Authority: Public more than (10) years 10) years - from (5 2. Years of Experience: less than (5) years Teacher professional 3. Position: Director Bachelor Master 4. Qualification: Diploma South middle 5. Province: North 173 Section II: the areas of questionnaire (Knowledge-Ware) First: knowledge resources Number paragraphs OK Deeply OK neutral shows shows Deeply 1. Contribute to provide Internet service for teachers in vocational Professional development of their performance is constantly 2. Contribute to browsers on the Internet in the development of Scientific research skills among teachers, professionals 3. Teachers seek professionals to enrich the web The curriculum 4. Contribute to the forums on the Internet in increasing Stock of knowledge professionals for teachers 5. Contribute to electronic libraries on the web at Expansion of the general culture of professional teachers 6. Supports Internet professionals in the participation of teachers School activities 7. Internet helps teachers know professionals in the Technical specifications of the equipment required 8. Ensure the establishment of a special website on the school The continuity of the Internet continues to teachers Professionals in school 9. Contribute to educational publications issued by the Ministry of Education Higher educational role in promoting teachers' professional 10. Supports the use of e-mail professional relationships Between teachers' professional 11. Contribute to the school library to expand professional knowledge Teachers' professional 12. Promotes the establishment of a unified information base for schools Industrial technical capacity of professionals, teachers 13. Contribute to the educational programs of satellite channels in the modernization Teaching methods for teachers professionals 14. Technical courses contribute to the development of specialized The technical skills of teachers, professionals 15. Contribute to the school guidance director in the promotion of the role Educational professionals Malmyin 174 16. Contribute to educational supervisor guidance in the development of performance Technical professionals for teachers 17. Some professionals support teachers professionally through Exchange of experiences and advice with each other 18. Contributes to professional workers in the labor market in the modernization The technical skills of teachers, professionals 19. Catalogs help vocational teachers in the maintenance of Equipment and machinery 20. Help teachers specialized scientific journals Professionals to self-growth in their field (Soft-Ware) II: Software Number paragraphs OK Deeply OK neutral shows shows Deeply 21. Contribute to educational computer software to improve 89

Technical performance of the professional teachers in the classroom 22. Enhances recruitment of multimedia in the classroom Interaction between teachers and students, professionals 23. Simulation software to help teachers, professionals in the Delivery of skills for students Vocational teachers (Power Point) 24. Program helps In the presentation of educational material 25. Computer software enables different teachers Professionals from the diversity in the methods of evaluating students 26. Teachers use professional design software in Design lessons and experiences 27. Various computer software helps teachers Investment professionals at the time effectively 28. Teachers involved in the preparation of software professionals And design of educational computer software 29. Contribute to the various computer software in the development of Management skills for teachers professionals 30. Contribute to anti-virus software to protect Important information for teachers professionals 31. Contribute to the modern versions of computer software In skills development program for teachers of professionals 32. Create a post of teachers in the design professionals Computer software, including the spirit of competition 175 (Hard-Ware) Third: The hardware and gear drive Number paragraphs OK Deeply OK neutral shows shows Deeply 33. Helps provide computers in the school teachers Creative professionals in the field of their profession 34. Help computer professionals to teachers Get rid of the daily routine 35. Help CD-ROM and removable disks Teachers to remove their information professionals in Tkhozah Task 36. Can computer professionals, teachers of diversity In educational methods 37. Encourages teachers computer professionals The use of modern methods in teaching 38. Systems contribute to training in the provision of time and effort teachers Professionals in the delivery of skills for students 39. Promotes building a computer network in a local school Communication between teachers of vocational professionals within School 40. Contribute to the computerized test equipment in the handheld Skills development training for teachers professionals Functions (LCD) 41. Facilitates the use of the monitor Vocational teachers in the learning process 42. Bluetooth device helps professionals in the transfer of teachers Data 43. Handset can be professionals from the exchange of teachers Technical advice 44. Cellular system helps teachers transfer professionals And store their information Section III I remember three problems limit the employment of information technology in secondary schools in the industrial Palestine? .................................................. ........................................... 1 .................................................. ........................................... 2 90

.................................................. ........................................... 3 Thank you for your cooperation

91