e-Curriculum as Perceived by Teachers: Jordan as an Example

Abstract

Information technology affects all sectors; its impact on education is inevitable. It was capitalized by the COVID-19 pandemic. An evaluation of instructional materials accessed by students is an urge. As such, this study evaluated the appropriateness of the English e-curriculum from the perspective of the teachers. The study population consisted of all the teachers who teach the English language in Jordan. The sample consisted of 500 teachers who responded. An online questionnaire with a five-point Likert scale was prepared, ranging from 1 (strongly disagree) to 5 (strongly agree), including 65 items; reliability and validity were proved. The results revealed that all dimensions were in the medium degree. In the first rank came “Electronic Assessment,” which reflected medium perception. In the second rank came the field of “Content.” “The Use of Technological Teaching Aids” field came in the penultimate rank. The total evaluation of the six domains was medium. The results indicated that teachers are almost satisfied with the e-curriculum. The field of “Objectives” came at the last rank. This showed that teachers’ evaluation of objectives got a low degree of evaluation. Most of the items within this domain got a low degree of evaluation. It was recommended to focus more on achieving concord between the tools, strategies, and learning objectives and amending the English e-curriculum by increasing strengths, avoiding lapses, and adding more tasks that meet students’ levels to achieve differentiated instruction. Providing teachers with updated technological tools can help them achieve more interaction among students, including teacher’s guide books.