The reality of the use of technology in developing the reading ability of students according to the indicators of the Pearls test from the teachers’ point of view and their attitudes towards it

Abstract

The study aimed to help decision makers in education to build plans for developing reading ability based on the reality of the use of technology by the teacher and the reality of the student’s interaction with her, and an attempt to reveal the difficulties that teachers face in using technology to raise the reading ability of students, and to build a scale to detect teachers’ attitudes towards using Technology in teaching reading in order to prepare for international tests, and the analytical approach was employed to achieve those desired goals, and the questionnaire that the researcher used as a tool for the study helped in achieving those goals. The validity and reliability of the study tools was also confirmed, and the study was applied to a sample of 38 individuals, and it was applied in the Kingdom of Saudi Arabia in 1440 AH. Teachers look and their direction towards it. The results of that study revealed that enhancing students' self-learning skills in understanding and interacting with the reader is one of the most used techniques by the teacher to develop the students' reading ability, and that education based on fun and suspense is one of the most techniques that students interact with, and that the teachers' attitudes towards using technology in The development of the reading ability of the students according to the indicators of the Pearls test was represented in their desire to know a lot about the technical applications that support the interpretation of information and coordination between them in scientific texts, and their belief that the application of technology in the development of the ability is the use of technology to develop the reading ability of the most important laws and controls that may limit the students to bring tablets for school. The study recommended a number of recommendations, including: trying to use class time to monitor students' reading skills and follow up on their growth, providing technical alternatives that suit the objectives of the lessons that are commensurate with the students' interests, paying attention to the level of Arabic language teachers, strengthening their technical skills, and organizing training courses for teachers. How to use technology applications in developing reading ability.