摘要：In the school organizational setting, various frames play integral roles in facilitating a streamlined management of the learning activities. Notably, education organizations depend on the collaborative efforts of different departments that facilitate the delivery of quality learning experiences. The main frames applicable in the school organizational environment incorporate the aspects of the structure, human resources (HR), politics, and the symbol of the institution. Thus, enhance the efficiency of the mentioned frames goes a long way in promoting the realization of the educational facility’s goals and objectives (Hamdan, n.d.). The education system in Saudi Arabia seeks to ensure that all schools in the country integrate the structural, HR, political, and the symbolic frames. In the era of modern technological changes, the education sector is prompted to adopt the advancements to enhance learning experiences. The trend has led to the development of digital citizenship in the education sector (Manning, 2013). Nonetheless, the structural frame in the Saudi Arabia school system has demonstrated progress towards the adoption of technology primarily, through the embracement of digital communication systems. The HR frame has also witnessed considerable improvements in online recruitment processes by using multiple and different online platforms for advertising vacant positions among other processes. The symbolic and political frames have also witnessed changes influenced by technology in the school setting. However, some education organizations in Saudi Arabia have failed to address or promote digital citizenship in the school setting. Obviously, both the teaching staff and students in Saudi Arabia have put in place little effort in embracing technology in the learning processes, and thus, made small steps towards joining the digital citizenship community. Notably, school organizations in Saudi Arabia observing the K-12 classroom system lacks technology vision statements to guide the various activities of the institution towards with respect to the digital trends in the sector (Alrashidi & Phan, 2015). For these reasons, this paper examines the problem of failing to address and promote digital citizenship in the Saudi Arabia educational environment by considering the structural, HR, political, and symbolic frames.
其他摘要：In the school organizational setting, various frames play integral roles in facilitating a streamlined management of the learning activities. Notably, education organizations depend on the collaborative efforts of different departments that facilitate the delivery of quality learning experiences. The main frames applicable in the school organizational environment incorporate the aspects of the structure, human resources (HR), politics, and the symbol of the institution. Thus, enhance the efficiency of the mentioned frames goes a long way in promoting the realization of the educational facility’s goals and objectives (Hamdan, n.d.). The education system in Saudi Arabia seeks to ensure that all schools in the country integrate the structural, HR, political, and the symbolic frames. In the era of modern technological changes, the education sector is prompted to adopt the advancements to enhance learning experiences. The trend has led to the development of digital citizenship in the education sector (Manning, 2013). Nonetheless, the structural frame in the Saudi Arabia school system has demonstrated progress towards the adoption of technology primarily, through the embracement of digital communication systems. The HR frame has also witnessed considerable improvements in online recruitment processes by using multiple and different online platforms for advertising vacant positions among other processes. The symbolic and political frames have also witnessed changes influenced by technology in the school setting. However, some education organizations in Saudi Arabia have failed to address or promote digital citizenship in the school setting. Obviously, both the teaching staff and students in Saudi Arabia have put in place little effort in embracing technology in the learning processes, and thus, made small steps towards joining the digital citizenship community. Notably, school organizations in Saudi Arabia observing the K-12 classroom system lacks technology vision statements to guide the various activities of the institution towards with respect to the digital trends in the sector (Alrashidi & Phan, 2015). For these reasons, this paper examines the problem of failing to address and promote digital citizenship in the Saudi Arabia educational environment by considering the structural, HR, political, and symbolic frames.
