Kurdish Studies

ISSN: 2051-4883 | e-ISSN: 2051-4891
Email: editor@kurdishstudies.net

Designing an Assistant Application for Teachers with Varying Cognitive Flexibility to Use the Pedagogical Applications Wheel as a Reference Tool to Improve the Integration of Technology into Classrooms Preparation

Dr. Noha Abdel Hakam Ahmed Abdel Baky
Assistant Professor of Educational Technology, College of Education - King Khalid University
Keywords: An assistant application - a reference tool for the teacher - Pedagogical Applications Wheel - Cognitive flexibility - Integrating technology into the classroom.


The current research aims to design an auxiliary application as a reference tool for teachers for the purpose of identifying technological applications that are appropriate for the activities and behavioral actions associated with each level of Bloom’s educational objectives using the Pedagogical Applications Wheel (PW).) created by Allen Carrington ( Carrington) , in order to improve the integration of technology into the classroom, and to achieve that goal, the cognitive flexibility scale of Al-Adwan and Al-Bourini (2021) was applied to the research sample to classify them into three groups: (high - average - low) cognitive flexibility, and both the descriptive and methodological approaches were used. Quasi-experimental experimental design, and the auxiliary application (reference tool) was designed using the Thunkable platform) According to the criteria for designing an auxiliary application for teachers with varying cognitive flexibility to use the Pedagogical Applications Wheelas a reference tool to improve the integration of technology in the classroom and then download it on the teachers’ phone devices, where the research experiment was applied to (34) female teachers in schools in the Asir region, and included the educational content (Integrating technology into the classroom - Pedagogical Applications Wheel - using the auxiliary application) and then applying the research tools (pre-post) in (the cognitive test - observation card - teacher satisfaction measure), and the results showed that there were statistically significant differences between the average scores of the experimental groups ( low, medium, high) Cognitive flexibility in the post-application of the cognitive test, observation card, and teacher satisfaction scale towards improving the integration of technology in the classroom. It was also shown that there were statistically significant differences in favor of the group (high   cognitive flexibility) and then the group (average cognitive flexibility). It was also shown that there was a strong   statistical correlation. Strong positive results between the results of the cognitive test, the observation card, and the teacher satisfaction scale. In light of these results, a set of recommendations, studies, and proposed future research were presented regarding the necessity of designing reference tools for teachers based on providing models for integrating technology into teaching.

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