| dc.description.abstract | E-learning is one technology domain that has changed the culture of education, the role of teachers, students and the curriculum (Becker & Ravitz, 1999; Dede, 1996; Harasim, 2018; Kozma & Voogt 2003). It has transformed how teachers teach, how students learn and how knowledge is delivered and practiced (Boulton, 2008). In addition, Manmart (2001) and Dede (1996) reported that the internet has impacted almost all aspects of education, enabling students to acquire knowledge in many different forms. However, It must be noted that the tremendous learning information, data, materials and communications that have been facilitated as a result of applying e-learning are complicated to be tracked and managed (Kulshrestha & Kant, 2013). Therefore, there is a need to utilize a technology such as Learning Management System (LMS) that can help in managing and tracking learning materials and process (Piña, 2012). In response to the global demand for e-learning and its significant benefits which have been reported and confirmed by many scholars around the world such as (Dobre, 2015; Walker, Lindner, Murphrey, & Dooley, 2016; Han & Shin, 2016; Almarashdeh, 2016; Alshehri, Rutter, & Smith, 2019), the Ministry of Education in the Kingdom of Saudi Arabia has invested in several projects and initiatives and most current initiative, the Future Gate (FG) which began in a few Saudi Arabian cities in 2017, will expand to all Saudi schools by 2020. The The main goal of this study is to investigate the key factors that impact K-12 teachers’ attitudes regarding using LMS platforms with their students. As previously mentioned, teachers in the Kingdom of Saudi Arabia will be exposed to new LMS, which have been designed for and distributed to all K-12 schools by the Ministry of Education. Four main factors (teachers’ perception of its usefulness, teachers’ self-efficacy, ease of use and amount of training) will be examined to explore whether or not these aspects have an impact on teachers’ opinions. The study found that K12 Saudi teachers' hold moderate to high positive attitude attitudes toward the Future Gate (M = 2.81, SD = .89). Also, the study reported that perceived usefulness, ease of use, self-efficacy were good predictors of K12 Saudi teachers' attitudes toward the Future Gate. | |
