University of Technology Sydney. Faculty of Education. / This thesis explores the integration of Information and Communication Technology (ICT) within the educational system of Jordan. Educational systems worldwide are vigorously pursuing the integration of ICT as a means of staying abreast of the rapid technological changes associated with the knowledge-based economy, and the Jordanian education system is no exception, leading it to introduce several national initiatives in recent years. There has been considerable research undertaken into the impact of ICT upon society and upon educational systems, but such studies have been generally confined to Western contexts. In the Middle East and North Africa (MENA) region, including Jordan, the little research which exists has been conducted for the most part by Western experts or international organisations. Moreover, in spite of massive spending on education by governments of the MENA region, there have been warnings of a serious and widening gap between current schooling outcomes and the skills required for effective participation in globalised workplaces. Therefore, the Jordanian education system has implemented two national projects, Education Reform for the Knowledge Economy (ERfKE), and the Jordan Education Initiative (JEI), which aim to equip the system and students with skills and knowledge to participate effectively in the new era. In examining the ways in which ICT integration has been planned and implemented in Jordan, the study investigated the roles of all three levels of the Jordanian education system: the central Ministry of Education, the regional directorates, and schools themselves. Research data were gathered using a mixed method approach, which combined the use of questionnaires and case studies. The study was conducted in two phases: in Phase1, two standard questionnaires were distributed to 120 teachers and 12 principals from the three regions of Jordan: North, Central, and South. Phase2 comprised two case studies involving two schools which were found to have optimal conditions for ICT integration compared with other schools in Jordan. The investigation in Phase2 included interviews, observations, site visits, and document analysis. The study identifies and explores three issues which are fundamental to the integration of ICT in the Jordanian education system. These are first, the geo-political location of Jordan in the Middle East, and the impact that turbulence in the region has upon education systems; second, the economic constraints experienced by Jordan as a developing country, which necessitate collaboration with private sector and international parties, and third, the internal and external complexity of factors which surround ICT integration initiatives.

University of Technology Sydney. Faculty of Education. / This thesis explores the integration of Information and Communication Technology (ICT) within the educational system of Jordan. Educational systems worldwide are vigorously pursuing the integration of ICT as a means of staying abreast of the rapid technological changes associated with the knowledge-based economy, and the Jordanian education system is no exception, leading it to introduce several national initiatives in recent years. There has been considerable research undertaken into the impact of ICT upon society and upon educational systems, but such studies have been generally confined to Western contexts. In the Middle East and North Africa (MENA) region, including Jordan, the little research which exists has been conducted for the most part by Western experts or international organisations. Moreover, in spite of massive spending on education by governments of the MENA region, there have been warnings of a serious and widening gap between current schooling outcomes and the skills required for effective participation in globalised workplaces. Therefore, the Jordanian education system has implemented two national projects, Education Reform for the Knowledge Economy (ERfKE), and the Jordan Education Initiative (JEI), which aim to equip the system and students with skills and knowledge to participate effectively in the new era. In examining the ways in which ICT integration has been planned and implemented in Jordan, the study investigated the roles of all three levels of the Jordanian education system: the central Ministry of Education, the regional directorates, and schools themselves. Research data were gathered using a mixed method approach, which combined the use of questionnaires and case studies. The study was conducted in two phases: in Phase1, two standard questionnaires were distributed to 120 teachers and 12 principals from the three regions of Jordan: North, Central, and South. Phase2 comprised two case studies involving two schools which were found to have optimal conditions for ICT integration compared with other schools in Jordan. The investigation in Phase2 included interviews, observations, site visits, and document analysis. The study identifies and explores three issues which are fundamental to the integration of ICT in the Jordanian education system. These are first, the geo-political location of Jordan in the Middle East, and the impact that turbulence in the region has upon education systems; second, the economic constraints experienced by Jordan as a developing country, which necessitate collaboration with private sector and international parties, and third, the internal and external complexity of factors which surround ICT integration initiatives.

The current research aimed to identify the main factors that affect students’ performance in web-based courses in a university in Jordan. In order to achieve this goal the current research design employed a mixed methods approach in that it embraced an exploratory approach in the first phase and moved to an explanatory approach in the second phase. The exploratory phase consisted of conducting four group interviews with students enrolled in web-based courses at the Accounting Department at the Faculty of Economics and Administrative Sciences and one group interview with Accounting instructors. While the explanatory phase employed a quantitative method (questionnaire) to examine the study’s proposed models. Astin’s Input-Environment-Outcomes (I-E-O) guided the current study’s framework to investigate factors that may influence student performance in web-based courses. Input variables were computer experience, student attitude toward web-based learning, self-efficacy, motivation, and prior performance. Environmental variables included student perceptions of the interaction of instructors; use of technology; and participation in the online learning environment. Data was gathered from a survey of 461 undergraduate students enrolled in two web-based accounting courses at the Hashemite University in Jordan. The most important contribution of the current study is that it conducted the analysis in the context of a developing country (Jordan). Therefore, this study will fill the gap in the literature regarding the effect of using web-based learning on student performance in Jordan and will provide the basis for further research in developing countries on student performance in web-based learning. The study also adds to collective knowledge of the effects of e-learning by adding a case study set in a new context to the existing range of studies. In doing so it broadens the scope of research on e-learning effectiveness. The results indicated that the study’s model was valid and fit the data and it was reasonable to test the model in terms of path significance. The study explained 73% of the variance in student performance, but only 3% of the variation in change in performance was explained. The findings of the current research revealed that input variables (particularly prior performance and student attitudes toward web-based learning) were the most significant, direct input factors affecting student performance. In addition, it was found that environmental variables (particularly student participation in web-based courses and student perceptions of the interaction of their instructors) also had a significant direct effect on student performance. These findings underline that it is not the technology used in the learning process that makes a difference in student performance in web-based learning, but it is instructor interactivity and the pedagogy used in teaching the Accounting courses at the Hashemite University. This is not to say that technology is unimportant or that it can be ignored. However, the functionality, usability and reliability of e-learning technology have rapidly improved to the point where questions of how it is deployed and exploited become more important than what it is capable of doing.

This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations.

This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations.