English abstract
This research investigated the perceptions of LRC specialists about their
competencies to apply technology and train teachers under the International Society for
Technology in Education (ISTE) coach's standards. The study followed a quantitative
descriptive-survey design, using a questionnaire to collect the study data. The sample of
this study was selected randomly from cycle two schools LRCs specialists in the
governorates of Muscat (n=52 teachers). The study's results indicated that the LRCs
specialists' acquisition of technology use and teachers' training' competencies based on
the (ISTE) coach's standards were average in general and varied from one dimension to
another. The dimension that focused on the competencies of the specialist to communicate
with teachers and learners and cooperation came in the first rank with a high availability
of competencies acquisition. However, the dimension that focused on instructional design
and decision-making based on data came in the last rank with a very low level of
availability. In addition, the results indicated no statistically significant differences at
(α≤0.05) level between the means scores for assessing the acquisition of competencies
that meet ISTE coaches-based standards due to the academic qualification variable in
general and in the five dimensions of the study tool. As for the variable, years of
experience, the results of the study showed statistically significant differences at (α≤0.05)
level between the means scores for measuring the acquisition of competencies in general
and specifically in the first dimension's standards, "the specialist as a change agent," in
favor of the first group (10 years or less), but no differences in the other four dimensions.
Finally, the study presented some implications, recommendations, and suggestions for
future research.
