The Extent to Which Arabic Language Teachers in Jordan Possess Technological Competencies

This study aimed to identify the extent to which Arabic language teachers in Jordan possess technological competencies. The researchers adopted a descriptive approach. To achieve the study's goals, a questionnaire consisting of 41 items was utilized, designed to measure the extent of technological competencies among Arabic language teachers in Jordan. The sample comprised 421 male and female teachers, selected during the second semester of the academic year 2021–2022. The findings indicated that the extent of technological competencies among Arabic language teachers in Jordan is moderate. The results showed that the mean scores across all areas of competency (i.e., design, application, and assessment) were also moderate. Significant differences were found between the mean scores of the respondents’ attitudes in two areas of competency (i.e., design and application), both jointly and separately. These differences can be attributed to the number of technological training courses taken, favoring those teachers who completed more than three courses. Considering the study’s results, the researchers recommend incorporating additional courses in educational technology, particularly in teaching methods and educational design, into teacher development programs at universities. They also suggest holding technological training courses for in-service Arabic language teachers, which should focus on educational technological competencies. Furthermore, the researchers advocate for conducting studies on the effectiveness of teacher development programs in enhancing the educational technological competencies of pre-service teachers in universities.