The Technological Needs to Activate E-Learning Based on the School Technological Needs Assessment STNA Model and Its Relationship to Susceptibility Toward It in UNRWA Schools

Abstract

In light of the COVID-19 pandemic and the declaration of a state of emergency, UNRWA schools have committed themselves to use digital technology to activate learning goals, as e-learning has been activated in different forms and tools. The stakeholders faced many problems that compelled us as researchers to seek to shed light on the technological needs necessary to activate e-learning based on the STNA model and its relationship to the susceptibility it .The researcher followed the descriptive correlative approach, adopted the STNA scale to identify needs, and designed the susceptibility tool toward the e-learning, which was applied to (85) male and female teachers from schools Gaza, and the results indicated: The level of availability of the environment supportive for the use of technology (53.8%), and the level of need among teachers for the field of professional development (76.2%), and the level of achievement of the field of teaching and learning reached (63.6%), and the level of availability of the field of technology impact (68.3%), and the level of susceptibility was (74.6%), and it was found that there were no statistically significant differences in the teachers’ assessment estimates of the school’s technological needs to activate e-learning and the susceptibility towards it due to the variables (gender, years of experience, teaching stage, computer and internet skill level), and there is a strong positive, statistically significant, direct relationship between the assessment estimates of technological needs and the level of teachers' ability to e-learning.