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.‎