Volume 40, Issue 4, October 2023, Pages 1230–1239
H. Labioui1, F. Guerss2, Safaa Moqqaddem3, L. Hafdi Idrissi4, R. Touir5, and Mohammed Chahboune6
1 Laboratory of Biotechnology, Environment and Quality, Faculty of Sciences, Ibn Tofail University, Kenitra, Morocco
2 Computer Research Laboratory, Faculty of Sciences, Ibn Tofail University, Kenitra, Morocco
3 Laboratory of Biology and Health, Department of Biology, Faculty of Sciences, IbnTofail University, Kénitra, Morocco
4 Didactic Laboratory, Languages, Media and Dramaturgy - ESEF, Ibn Tofail University, Kenitra, Morocco
5 Regional Center for Education and Training Professions, Kenitra, Morocco
6 Laboratoire de Génétique et Biométrie, Université Ibn Tofail, Faculté des Sciences, Kénitra, Morocco
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Generally, the technological development has made a great advance in the teaching/learning act even in life. The inclusion of information and communication technology (ICT) in education, as an initiation of a technical process and educational innovation, can lead to changes in teaching/learning practices. In order to carry out this current study, we adapted the scientific method most recommended in the literature; deductive method, which makes it possible to follow the ICT use by the Life and Earth Sciences (LES) subject teacher at qualification secondary schools. Thus, the used questionnaire was produced and validated by experts, and it was published in Google drive and Facebook groups (LES- teachers), and it was completed by seventy-five (75) LES teachers during the school year 2019-2020. This process comprised more than twenty questions and divided into five sections. It is obtained that the majority of LES teachers have a computer and a personal internet connection, where55% of them integrate ICT in their classes for the lessons form, 23% in the tutorials form, and 35 % in the training exercises. In addition, it is noticed that 54 %of LES teachers use a projector (data show) as a classic method of the ICT use in the learning construction, a portion of 37% use interactive videos, and 9% use the interactive whiteboard. On the other hand, the teachers questioned believed that the main obstacles to their educational practices relate to the ICT infrastructure, and that 61% of them during the teaching training did not follow courses relating to specifically on the educational use of the computer, with an insufficient number of computers connected to the Internet (10%), the absence of educational software (73%). For educational content adapted to school programs, the results obtained (13%), as well as the absence of educational meetings between teachers, inspectors and stakeholders around the digital resources use (67%), and lack of professional training for the realization of the educational scenarios. According to these results, the Moroccan education system must be based on a timely and thoughtful approach through the development of organizational and technological infrastructure, and to provide a training plan, support for teachers for the production and the integration of digital resources in learning situations in order to improve our education system quality.
Author Keywords: ICT, Technology use, LES teachers, Learning, Learners.
H. Labioui1, F. Guerss2, Safaa Moqqaddem3, L. Hafdi Idrissi4, R. Touir5, and Mohammed Chahboune6
1 Laboratory of Biotechnology, Environment and Quality, Faculty of Sciences, Ibn Tofail University, Kenitra, Morocco
2 Computer Research Laboratory, Faculty of Sciences, Ibn Tofail University, Kenitra, Morocco
3 Laboratory of Biology and Health, Department of Biology, Faculty of Sciences, IbnTofail University, Kénitra, Morocco
4 Didactic Laboratory, Languages, Media and Dramaturgy - ESEF, Ibn Tofail University, Kenitra, Morocco
5 Regional Center for Education and Training Professions, Kenitra, Morocco
6 Laboratoire de Génétique et Biométrie, Université Ibn Tofail, Faculté des Sciences, Kénitra, Morocco
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Generally, the technological development has made a great advance in the teaching/learning act even in life. The inclusion of information and communication technology (ICT) in education, as an initiation of a technical process and educational innovation, can lead to changes in teaching/learning practices. In order to carry out this current study, we adapted the scientific method most recommended in the literature; deductive method, which makes it possible to follow the ICT use by the Life and Earth Sciences (LES) subject teacher at qualification secondary schools. Thus, the used questionnaire was produced and validated by experts, and it was published in Google drive and Facebook groups (LES- teachers), and it was completed by seventy-five (75) LES teachers during the school year 2019-2020. This process comprised more than twenty questions and divided into five sections. It is obtained that the majority of LES teachers have a computer and a personal internet connection, where55% of them integrate ICT in their classes for the lessons form, 23% in the tutorials form, and 35 % in the training exercises. In addition, it is noticed that 54 %of LES teachers use a projector (data show) as a classic method of the ICT use in the learning construction, a portion of 37% use interactive videos, and 9% use the interactive whiteboard. On the other hand, the teachers questioned believed that the main obstacles to their educational practices relate to the ICT infrastructure, and that 61% of them during the teaching training did not follow courses relating to specifically on the educational use of the computer, with an insufficient number of computers connected to the Internet (10%), the absence of educational software (73%). For educational content adapted to school programs, the results obtained (13%), as well as the absence of educational meetings between teachers, inspectors and stakeholders around the digital resources use (67%), and lack of professional training for the realization of the educational scenarios. According to these results, the Moroccan education system must be based on a timely and thoughtful approach through the development of organizational and technological infrastructure, and to provide a training plan, support for teachers for the production and the integration of digital resources in learning situations in order to improve our education system quality.
Author Keywords: ICT, Technology use, LES teachers, Learning, Learners.
How to Cite this Article
H. Labioui, F. Guerss, Safaa Moqqaddem, L. Hafdi Idrissi, R. Touir, and Mohammed Chahboune, “ICT use by the Life and Earth Sciences subject teachers of regional academies of education and training of Rabat-Salé-Kenitra in Morocco before and during the Covid-19 epidemic,” International Journal of Innovation and Applied Studies, vol. 40, no. 4, pp. 1230–1239, October 2023.
