Barriers Affecting Successful Integration of ICT in Moroccan Universities

Laabidi, Youssouf; Laabidi, Hicham

doi:10.21462/jeltl.v1i3.29

Cited by 15 publications

(8 citation statements)

References 15 publications

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“…According to teachers' technology skills and knowledge, results confirmed that more than half of teachers feel less competent to use ICT, as had been indicated in previous studies [27]. Teachers' technology skills and knowledge is among the most dominant obstacles to distance teaching.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 82%

Toward an Effective Model for Evaluating Distance Education

Amraouy

Bellafkih

Bennane

et al. 2023

Int. J. Emerg. Technol. Learn.

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Distance education has become popular due to their ability to provide learning from almost anywhere and anytime. COVID-19 forced educational institutions to urgently introduce distance education to ensure pedagogical continuity, so all stakeholders were invited to adapt to this new paradigm. In order to identify strengths and weaknesses, the research focuses on the need to create an effective mechanism for evaluating distance education. The aims of this research were to explore and evaluate the use of digital media in general and official platforms in particular in distance education practices. To this end, we have developed and validated a questionnaire before administering it to a sample of 431 teachers in Morocco. Teachers reported lower knowledge and skills in the didactic use of ICT in the distance education process. In addition, although age and educative experience of the teachers continue to modulate the level of instrumental skills. Therefore, resources (digital resources and infrastructure) and the teachers’ ICT training present serious limitations, which require a training more focused on the distance educational paradigm and educational environments that allow teachers to create educational activities able to promote and facilitate the distance learning process.

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 82%

Toward an Effective Model for Evaluating Distance Education

Amraouy

Bellafkih

Bennane

et al. 2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Teachers are often overwhelmed by heavy teaching loads which do not make provision for training opportunities (Sabaliauskas, Ghavifekr et al, 2016). According to Laabidi and Laabidi (2016), there is a critical need to enhance professional competence of teachers through skills training to ensure that learners are adequately prepared for a technological society. Teachers who have little or no confidence to apply technologies in their occupation will try to escape from those occupations altogether (Laabidi & Laabidi, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…According to Laabidi and Laabidi (2016), there is a critical need to enhance professional competence of teachers through skills training to ensure that learners are adequately prepared for a technological society. Teachers who have little or no confidence to apply technologies in their occupation will try to escape from those occupations altogether (Laabidi & Laabidi, 2016). The teachers acknowledged the fact that learners were more knowledgeable than them when it comes to technology use.…”

Section: Discussionmentioning

confidence: 99%

Technology Integration in Natural Sciences Teaching and Learning in South African Township Schools

Ramaila¹

2021

Education and New Developments 2021

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This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

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“…However, the researchers had reservations about the little research on the demerits of infusion of technology in learning Arabic. Laabidi and Laabidi (2016) examined challenges faced in infusing ICT in TAFL and found a shortage of research studies that examined hurdles faced in the use of ICT in instructing and learning foreign languages. Omari (2015) also examined computer-aided techniques in instruction and learning of Arabic using a mixed design and found that the permeation of pedagogy compels teachers to assimilate technology in their instruction.…”

Section: Role Of Technology In Teaching and Learning Aslmentioning

confidence: 99%

Teaching and Learning Arabic as a Second Language: A Case Study of Dubai

Moghazy¹

2021

IJSEA

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Enrolment into Arabic as a second language (ASL) in Dubai has increased steadily due to the high influx of immigrant populations. Although Arabic is the primary language in Dubai mandatory taught in primary schools in Dubai, training and learning face challenges that affect learning a teaching objective. The extant investigation aimed to examine the teaching and learning of ASL in Dubai through exploring the importance of ASL, ALS programs in Dubai, ASL changes and solutions, and the role of technology infusion and motivation in ASL training and learning. The examination utilized a qualitative case study where seven teachers and eight learners were interviewed. The researcher analyzed the data using thematic analysis. The data obtained revealed that ASL is important among non-Arabic natives and immigrants since its improved communication and interaction. The main challenge noted included curriculum shortcomings, inadequate training and learning, poor technology utilization, and insufficient learning times. The findings suggested curriculum review, increase in the technology used in training and learning, and allocation of more time for ASL lessons to curb the challenges. The examinations discuss the policy, practice, and research implications of the findings. Although the findings are insightful in ASL training and learning in Dubai, the researcher recommended extensive research using different methodologies, sample sizes, and other cities in the UAE.

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Barriers Affecting Successful Integration of ICT in Moroccan Universities

Cited by 15 publications

References 15 publications

Toward an Effective Model for Evaluating Distance Education

Toward an Effective Model for Evaluating Distance Education

Technology Integration in Natural Sciences Teaching and Learning in South African Township Schools

Teaching and Learning Arabic as a Second Language: A Case Study of Dubai

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