The purpose of this paper is to examine the effect of computer skills on the successful integration of Information and Communication Technologies (ICTs) in Moroccan higher education institutions. Actually, the survival of these institutions in the expansion of modern technologies depends on their readiness to qualify professors and students to implement ICTs for educational objectives. Because of the significant role that computer technologies play in today’s job markets, higher education institutions are required to provide the most appropriate learning and teaching conditions for both professors and students to make effective use of these new technologies within classroom practices. The findings revealed that teachers consider ICTs very essential in their teaching. However, there are low levels of computer technology integration in teaching processes.  This lack of computer technology use in instruction is attributed to several factors. One of these various factors is teachers’ computer skills. It has been found that there are statistically significant differences between professors’ use of ICT with respect to their computer skills, F (4,158) = 32.776, p<0.05.

Since textbook evaluation is an interesting area in the field of applied linguistics, the present study intends to investigate Moroccan teachers’ perspectives concerning the EFL textbook “Visa to the World” designed for common core high school students in Morocco. It also aims to assess the effectiveness of this textbook which was suggested by the Moroccan Ministry of National Education as an instructional material for middle school students. This means that the researchers intend to highlight teachers’ attitudes towards the textbook through which students obtain the linguistic knowledge needed so as to communicate in English with native and non-native speakers. It is highly significant to mention that the study assesses the effectiveness of the textbook, “Visa to the World”, on the basis of seven main criteria: the physical appearance and format of the textbook, the accompanying materials, the content and the topics, the exercises and the activities, cultural presentation, the four skills and the language methods that the textbook adopts.

The integration of computer technologies in teaching has become a vital ICT in instruction, F(3,159)=20.455,p<0.05.

<em>The implementation of computer technologies in education has become the main goal of many educational reforms throughout the globe. Like many other nations, the Moroccan kingdom has understood the importance of using computers in schools and universities. For this reason, the Moroccan government has launched numerous projects aiming at the diffusion of Information and Communication Technologies (ICT) in education system. To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professionally through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to examine the relationship between professors’ use of computer technologies for pedagogical purposes and the levels of encouragement provided by their institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, mainly Pearson Product Moment Correlation, were employed to account for this correlation. The findings revealed that there is a strong positive correlation between the two variables, r = 0.59, p &lt; .01.</em>

The implementation of technology in classrooms affords educators more opportunities to work better in their lessons. However, there are numerous distinctive barriers that might prevent teachers from making use of Information and Communication Technology (ICT) in their teaching practices. Admittedly, studying the obstacles to the integration of technology in schools would be an important step in developing the quality of teaching. The primary objective of this study is to discover the barriers that stop university language teachers from using ICT in teaching. In this study the questionnaire is employed as data collection instrument. The questionnaire addresses only university English language teachers. Forty-six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers face multiple barriers such as large classes, lack of computers, lack of Internet and insufficient technical support that prevent them from using ICT in their teaching practices.