Moroccan Teachers’ Level of ICT Integration in Secondary EFL Classrooms

Hammou, Yassine Ait; Elfatihi, Mohamed

doi:10.2139/ssrn.3512911

Cited by 4 publications

(5 citation statements)

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“…The purpose of this analysis is to find out about the use of ICT by Moroccan teachers. Most teachers integrate ICT in the classroom eventually, a fairly limited number of teachers add it to their daily teaching practices (Ait & Elfatihi, 2020). Despite using technological resources in the classroom, teachers reported that it is not enough.The use of an online platform was a great progress for teaching practice.…”

Section: Discussionmentioning

confidence: 99%

Tic in Secondary School Teachers: A Systematic Review

Reina,

Reina

et al. 2023

ijmst

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The objective of this research is to analyze the scientific contributions of articles referring to the use of ICTs in public management secondary education teachers in various countries of the world, between the years 2017 and 2021. The method used was a systematic review with descriptive level, using the guide of the PRISMA statement, using the search in the online databases of Scopus, SciELO, EBSCO and ERIC applying the descriptors: "ICTS in pandemic", "ICTS in teachers", "ICTS in secondary schools" in turn combining between them the use of the booleans AND and finally OR, in English and Spanish. The review took into account online education, virtual innovations, technological resources and digital skills. The results were the analysis of 21 scientific articles, of which 4 were from Scopus, 12 were from SciELO, 594 from EBSCO and 160 from ERIC. It was concluded that the development of ICT is related to the positive predisposition of teachers to include digital tools and resources in the teaching-learning process of students, for online training, putting into practice digital skills, which are very important. scarce and achieve virtual innovations.

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Section: Discussionmentioning

confidence: 99%

Tic in Secondary School Teachers: A Systematic Review

Reina,

Reina

et al. 2023

ijmst

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“…In Morocco, the need to use technology in the classroom in order to improve the quality of learning and instruction has always been a primary concern since the issue of the National Charter of Education and Training of 1999. A number of projects have come into existence to incorporate and investigate the effectiveness of using technological tools into the classroom (Hamdy, 2007;Naciri, 2015;Ait Hammou & Elfatihi, 2019). However, the use of digital games and technologies that gamify learning content has not yet been sufficiently investigated within the Moroccan classroom.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

Mimouni

Tamer

2020

IJLLS

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Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.

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“…Thus, teachers draw from a horizontal curriculum (Baleni, 2017;Dlamini, 2019;Kumar, 2018). Hammou and Elfatihi (2019) concur with (Luik et al, 2018;Mlaba, 2020;Mlilo, 2019) that horizontal curriculum success relies on pupils being given informal activities based on relevant content taught in school. As a result, the findings of this study revealed that a horizontal curriculum can be attained when pupils are given informal activities such as homework, case studies, and classwork on a daily basis in school.…”

Section: Towards the Creation Of The Balanced Theory Of Integrationmentioning

confidence: 99%

“…The study reveals that this level (unconstructive integration) is a valuable tool that plays a crucial role in bridging the gap between these technological resources and teachers. Unconstructive integration is positioned within a social context, in which teachers can network with one another to share an idea about the integration of technological resources (Cassidy, 1982;Dias, 1999;Hammou & Elfatihi, 2019;Rao & Prasad, 2018). Conversely, these scholars (Baleni, 2017;Cassidy, 1982;Cussó-Calabuig & Farran, 2018;Dias, 1999;Jee, 2017) state that unconstructive integration focuses on the interaction between teachers.…”

Section: Unconstructive Integrationmentioning

confidence: 99%

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Integration of technological resources into the curriculum in the fourth industrial revolution: the context of primary schools in Pinetown District.

Nene

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This research is a qualitative study that utilises a phenomenological research study, by means of 24 teachers at primary schools in South Africa, to fulfil its purpose. This study employs an interpretivist paradigm. This paradigm has been utilised because the study aims at exploring three missing levels of integration (constructive, unconstructive, and personal) during teaching and learning. The study intended to understand why teachers resist integration of technological resources. The methods of data generation employed are three online techniques owing to COVID-19: emailed reflective activity, Zoom focus-group discussion, and Skype one-to-one semi-structured interviews. These methods have been used for the purpose of sampling. Convenience sampling was utilised to select the most accessible participants. This study was framed by the curriculum origins concepts which originate from the curricular spider web (Van den Akker et al., 2009). This study utilises the technological pedagogical content knowledge (TPACK) as the theory that shapes the study. Data were analysed through guided analysis in which deductive and inductive methods were deployed. Lastly, ethical issues that are aligned with a qualitative study were considered. These include trustworthiness, dependability, confirmability, credibility, and transferability. This study employs this collection of research methods, the aim being to answer the following critical research questions: Research Questions: 1 .Which technological resources do teachers integrate into the curriculum in the fourth industrial revolution? 2. How do teachers integrate technological resources into the curriculum in the fourth industrial revolution? 3. What informs teachers in the fourth industrial revolution when integrating technological resources into the curriculum in the way they do? These research questions were underpinned by the following research objectives: Objectives of this Study: 1. To explore technological resources integrated into the curriculum in the fourth industrial revolution. 2. To explain the lessons to be learned when teachers integrate technological resources into the curriculum in the fourth industrial revolution. 3. To understand what informs the teachers’ integration of technological resources into the curriculum in the fourth industrial revolution. From the literature, three major concepts were generated by the research phenomena: constructive integration, unconstructive integration, and personal integration. These concepts were aligned with three categories of the curriculum, namely, the pragmatic, the horizontal, and the vertical. The literature and the findings of this study point to the actions of the majority of teachers, when integrating technological resources, being informed by constructive integration. Constructive integration occurs when teachers are compelled to follow a prescribed document such as a CAPS document and manuals. Thus, teachers are following a vertical curriculum. On Skype one-on-one semi-structured interviews teachers reflected on unconstructive integration. Such occurs when teachers’ actions are motivated by their social experience; this means that teachers share information. Such suggests that teachers are driven by the needs of horizontal curriculum. Online reflective activity also revealed that few teachers integrate technological resources, and their actions are informed by personal integration. This imbalance of integration leads to the poor integration of technological resources in which personal integration was singled out as the area for attention. Consequently, the main findings of this study indicate that teachers integrate technological resources into curriculum informed by three levels of integration: constructive, unconstructive and personal integration.

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Moroccan Teachers’ Level of ICT Integration in Secondary EFL Classrooms

Cited by 4 publications

References 0 publications

Tic in Secondary School Teachers: A Systematic Review

Tic in Secondary School Teachers: A Systematic Review

The Effect of Music on Moroccan Students’ Acceptance of Kahoot Gamified Quizzing in the EFL Classroom

Integration of technological resources into the curriculum in the fourth industrial revolution: the context of primary schools in Pinetown District.

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