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Dr.Khalid Abdullah Mohammed Bingimlas

دكتوراه (PhD) في كلية التربية في جامعة ملبورن الملكية للتكنولوجيا (RMIT) في مدينة ملبورن بأستراليا Associate Professor Department of Curricula and Teaching Methods College of Education in Al-Kharj
  • Kharj
  • 011-588-2700
  • alghimlas@psau.edu.sa
  • Curriculum Vitae
  • Publications

Education

  • - Certificate of the Future of Learning Program – Harvard University, Massachusetts US, 2015

  • - PhD in education, the thesis is about “Evaluating the quality of science teachers’ practices in ICT-supported learning and teaching environments in Saudi schools”, from the Faculty of Education, RMIT University, Melbourne, Australia, 2010

  • - Masters of Education, Faculty of Education at Monash University, Melbourne, Australia, 2006

  • - Bachelor’s degree of Education in science - particularly in “Chemistry” from the Faculty of Education, King Saudi University,

Research Interests

  • - Evaluating the quality of ICT in education
  • - What, how and why of ICT in science education
  • - Effective teaching and learning environments for science
  • - Teachers Evaluation

Experience

  • 2014 - until now - Dean of Community Service and Continuing Education - PSAU
  • 2018 - until now - Associate Professor - PSAU
  • 2012 - 2018 - Assistant Professor - PSAU
  • 2010 - 2011 - An educational consultant - Ministry of Education
  • 1998 - 2004 - An educational supervisor - General Department of Educational Measurement and Evaluation
  • 1995 - 1997 - A science teacher - Ministry of Education

Responsibilities

  • Consultant at the Office of the President of Prince Sattam bin Abdulaziz University (PSAU)
  • Dean of Community Service and Continuing Education (CCSCE) at Prince Sattam bin Abdulaziz University - PSAU
  • Assistant professor, The Faculty of Education, at PSAU

Publications

  • (ISI-Journal Paper) Bingimlas, K. (2021). Investigating the application of emergency remote teaching during the COVID-19 pandemic in higher education. Amazonia Investiga, 10(37), 56-67. https://doi.org/10.34069/AI/2021.37.01.5
  • (ISI-Journal Paper) Bingimlas, K. (2018). Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia. South African Journal of Education, 38(3):Art. #1496, 12 pages. Retrieved: https://doi.org/10.15700/saje.v38n3a1496
  • (SCPOUS-Journal Paper) Bingimlas, K. (2017). Learning and teaching with web 2.0 applications in Saudi K-12 schools. The Turkish Online Journal of Educational Technology, 16(3), 100-115
  • (Book) Bingimlas, K. (2016). The Quality of ICT-Supported Learning and Teaching Environments. Scholars' Press, German.
  • (Proceeding conference paper) Bingimlas, K. (2015). The Use of Smart Boards in Enhancing Learning and Teaching in High Education. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 760-764). Association for the Advancement of Computing in Education (AACE).
  • (Proceeding conference paper) Bingimlas, K. (2013). Factors influence developing ICT-supported learning and teaching environments in science education. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3049-3054). Chesapeake, VA: AACE.
  • Retrieved from http://www.editlib.org/p/48562.
  • (ISI-Proceeding conference paper) Bingimlas, K (2012) To what extent do Saudi science teachers use information and communication technology in enhancing learning and teaching environments?. Paper presented at 4th International Conference on Education and New Learning Technologies, 2-4 July 2012, Barcelona, Spain, IATED
  • (PhD Thesis) Bingimlas, K. (2010). Evaluating the quality of science teachers’ practices in ICT-supported learning and teaching environments in Saudi primary schools (PhD Thesis). School of Education, RMIT University. Available in: http://researchbank.rmit.edu.au/view/rmit:10530
  • (Chapter) Bingimlas, K. & Hanrahan, M. (2010). The relationship between teachers’ beliefs and their practice: How the literature can inform science education reformers and researchers. In M.F. Taşar & G. Çakmakci (Eds.) Contemporary Science Education Research: international perspectives (pp. 415-422). Ankara, Turkey:Pegem Akademi. Available in: http://rmit.academia.edu/documents/0045/0802/Bingimlas_Hanrahan_paper_Final.pdf
  • (Conference paper) Bingimlas, K & Hanrahan, M. (2010) A framework for ICT-supported learning and teaching environments for primary science in Saudi Arabia. Paper presented at the 41st Annual Australasian Science Education Research Association (ASERA) Conference, 30 June – 3 July Port Stephens, New South Wales, Australia, University of Newcastle
  • (Journal Paper) Bingimlas, K. & Hanrahan, M. (2010). To what extent do science teacher beliefs influence their practice? An important question for investigators. Electronic Journal of Science Education.
  • (SCPOUS-Journal Paper) Bingimlas, K. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science & Technology Education, 2009, 5(3), 235-245: available: http://www.ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf
  • (Conference paper) Bingimlas, K & Hanrahan, M. (2009) What do science teachers do to develop an effective learning and teaching environment in Saudi Arabia? Paper presented at The 40th Annual Conference of the Australasian Science Education Research Association_2009, Geelong, Australia, 1-4 July 2009, Deakin University
  • (Masters Thesis) Bingimlas, K. (2006). Evaluating science educational software for grade five in Saudi Arabia (Masters Thesis). Faculty of Education, Monash University.
  • الغملاس ، خالد (2021)، تقويم التدريس عن طريق الدوائر التلفزيونية المغلقة (CCTV) من وجهة نظر طالبات كلية التربية بجامعة الأمير سطام بن عبدالعزيز، مجلة جامعة طيبة للعلوم التربوية، المجلد ( )، العدد ( ) (مقبول للنشر - تحت الطبع)
  • الغملاس، خالد، والزهراني، عبدالعزيز (2020)، فاعلية التعلم المدمج في تنمية مهارات الحاسب الآلي لدى طلاب المرحلة الثانوية، المجلة العلمية بكلية التربية، المجلد 36، العدد 4، ص326-347
  • القميزي، حمد، الغملاس ، خالد (2018)، أثر توظيف قنوات اليوتيوب التعليمية في التحصيل الدراسي لطلاب الصف الثاني المتوسط في مادة العلوم وآرائهم حولها، المجلة المصرية للتربية العلمية، المجلد 21، العدد 5 ، ص 124 - 148
  • الغملاس ، خالد ، القميزي، حمد (2016) مدى توظيف وسائل التواصل الاجتماعي في عمليتي التعليم والتعلم في الجامعات السعودية من وجهة نظر أعضاء هيئة التدريس، المجلة العربية للدراسات التربوية والاجتماعية، العدد 8 ، ص 45-88
  • الغملاس، خالد .(2016). دراسة واقع مدارس حائل النموذجية الأهلية وجدوى الاستمرار في استثمارها. دراسة غير منشورة. الخبرات العربية للاستشارات التعليمية: الرياض ، السعودية [دراسة غير منشورة]
  • الغملاس ، خالد (2015) مدى تطبيق أعضاء هيئة التدريس للسبورات الذكية لتطوير بيئات تعليمية تعلّمية فعّالة داخل القاعات الدراسية بجامعة سلمان بن عبدالعزيز ، مجلة كلية التربية ، جامعة الزقازيق ، العدد 92 ص132-141
  • القصبي ، الغملاس ، وآخرون (2003) ماذا يريد المجتمع من التربويين ، ورقة مقدمة لندوة ماذا يريد التربويون من المجتمع وماذا يريد المجتمع من التربويين ،21-23/1/2003 ، وزارة التربية والتعليم ، مطابع العبيكان: الرياض
  • الضحيان ، الغملاس ، الشبانات (2001) تطور التعليم في المملكة العربية السعودية ، تقرير وطني لمؤتمر جنيف ، مطابع دار الهلال ، الرياض
  • الضحيان ، الغملاس ، الصبيحي ، العاصم ، العتيبي (2000) البحوث التربوية ومدى توافقها مع خطط التنمية في دول الخليج العربي ، ورقة مقدمة لندوة البحوث العلمية في دول مجلس التعاون الخليجي 12-14/11/2000، مدينة الملك عبدالعزيز للعلوم والتقنية: الرياض ، ص ص 146-163 متوفرة على الرابط
  • الغملاس ، خالد (2000) التوجيه التعليمي والمهني ، مجلة التوثيق التربوي: نشرة تربوية متخصصة نصف سنوية ، العدد42 ص 36-53
  • الغملاس ، خالد (1998) بناء الاختبارات التحصيلية ، ورقة قدمة في ورشة عمل حول الاختبارات التحصيلية ، إدارة العامة للقياس والتقويم بوزارة التربية والتعليم ، الرياض

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