ICTs are quickly creating new economic and social relationships. Preparing youth to effectively enter the global economy requires improving and expanding their educational opportunities, and developing in them skills that are based on knowledge and information. It is noted that the spread of ICT use in the Arab countries is too slow as compared to other countries, even in the developing world. Before any attempt to set plans for overcoming obstacles facing the development of ICT-based educational packages in the countries of the region, some important questions should be addressed, among which: Are there obstacles common to those countries? If so, do they have special features distinguishing them from obstacles faced by other countries (developed countries for instance)? Have the developed countries already gone through some of these obstacles and overcome them? Is it necessary that developing countries go through all steps developed countries have gone through?

Admitting the fact that every country has its particular cultural and economic features, there are also similarities that help addressing common obstacles in similar ways. This study will try to identify obstacles facing the development of ICT-based educational packages, categorizing them under two types: general obstacles that would face any country through this endeavor, including developed countries, and obstacles that are specific to the countries of the region. The study will also suggest recommendations for possible ways to overcome the obstacles, based on experiences from developed countries. The following types of obstacles are identified: Obstacles related to policy-making, financial and managerial obstacles, obstacles related to human resources, obstacles related to curricula, and obstacles related to culture and language.

Keywords:

ICT; technology; Development; Arab countries; Education.

Lebanese American University - Beirut

Iman.Osta@lau.edu.lb