An Integrative Mixed Method Approach to Investigate the Types of Video Devices Used by Secondary School Teachers: A Jordanian Context



Teaching pedagogy is constantly shaped by the environment and the socio-demographic background of teachers and students. Continuing technological developments enabled videos to be accessed more easily, faster, and across multiple platforms and devices. There has been a growing use of video technology for teaching in the Middle Eastern region, particularly in Jordan, which is one of the growing technological hubs in the region. However, there is very limited research on its use by teachers and students in Jordan. To fill this knowledge gap in relation to Jordan, the present study aims to investigate what kinds of devices, and how frequent, instructional videos are used for teaching in secondary school teachers in Amman city, Jordan. To address these questions, a survey was devised and 378 secondary school teachers in Amman participated. An Integrative Mixed Method study was conducted where both quantitative and qualitative methods were used. In the quantitative phase, descriptive statistics were calculated for frequency and percentage on the kinds of devices used by the teachers in relation to their gender, teaching grade and type of schools. Cross-tabulation chi-square statistical tests were then undertaken to assess whether there is a link between the frequency of video technology use and percentage of class time it occupies, time of day it is being used and the number for video titles used per academic year. In the qualitative phase, interviews with teachers were conducted and the data was analysed to investigate how the experiences of the teachers compliment quantitative data. The results of this study were then viewed through the lens of the Technology Acceptance Model framework. It was found that smartphones, laptops, and desktop computers were the most popular devices used in teaching. Most of the teachers who participated in this study, particularly female, those who teach Grade 11 and 12 and those in public schools, used these popular devices in their teaching. In relation to the frequency of use, and it was found that the teachers mostly used video technology in the morning classes for teaching but rarely used videos on a daily basis. Cross-tabulation chi-squared tests showed that there is a statistically significant relationship between the number of videos used in an academic year and the frequency of video usage.