English abstract
The study aim was to identify the availability degree of technological competencies
necessary for Blended Learning among Science Teachers in Al Sharqiyah South Governorate,
Sultanate of Oman. The study used the descriptive approach utilizing a questionnaire to collect
quantitative data. The questionnaire included five dimensions: blended learning culture, the usage
of network and internet, planning and design, implementing blended learning and evaluation. The
validity and reliability of the study tool were verified, as the reliablity of the questionnaire was
(0.95). The questionnaire was applied to the study sample of science teachers of basic education
in Al Sharqiyah South Governorate, whose number was (207) science teachers.
The results of the study showed that the availability degree of technological competencies
necessary for Blended Learning among Science Teachers in the five dimensions: blended learning
culture, the usage of network and internet, planning and design, implementing blended learning
and evaluation was low, scoring an average of (2.16).
The study also found that there were no statistically significant differences in the
technological competencies in blended learning among science teachers according to the variable
of their specialization and the variable of their academic degrees. However, the study showed that
there were statistically significant differences in the technological competencies of blended
learning, particularly due to the variable of teaching experience (for the dimension of
implementing blended learning). The noticeable difference was between the group (more than 10
years of work experience) and the group (5-10 years of work experience), as the former scored
significantly higher.
