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.

The objective of this study is to measure the state of health of the population of Morocco regarding carbon monoxide (CO) poisoning based on the evolution over time and space of health indicators. A retrospective analytical study of health indicators related to carbon monoxide poisoning, i.e. incidence, mortality, and lethality at the regional and national population level during the period 1999 to 2013. The evolution over time of the incidence shows continuous growth at the national level. The highest average is thus observed in the region of Meknes-Tafilalt (0.112 per 1000 inhabitants). Regarding mortality indicators, the evolutionary study reveals overall continuous growth over time at the national level. At the regional level, we note annual fluctuations in rates in virtually all regions and case fatalities record the highest averages in the regions of Fez-Boulmane, Gharb-Chrarda-Beni Hssen, Rabat-Salé-Zemmour-Zaer, Doukkala-Abda, and Souss-Massa-Draa. The study highlights, on the one hand, that CO poisoning in Morocco is mainly influenced by weather conditions. Indeed, regions characterized by autumn and especially cold winter temperatures record the highest incidences. On the other hand, the fatal risk in the event of poisoning does not depend on the incidence at the level of regional populations, and the chronological evolution of mortality and case fatality rates at the national level is rather dependent on the unforeseeable accidental nature of the occurrence of deaths.