Understanding’s barriers of implementing ICTs in Moroccan High Schools from teachers’ perspectives
Moulay Ismail University, FLHS, Meknes, Morocco.
Research Article
World Journal of Advanced Research and Reviews, 2022, 13(02), 460–475
Article DOI: 10.30574/wjarr.2022.13.2.0044
Publication history:
Received on 01 January 2022; revised on 08 February 2022; accepted on 10 February 2022
Abstract:
Today, the enormous progress in Information and Communication Technologies (ICTs) has encouraged many countries to take advantage of ICTs in education. Morocco is not in isolation from this. Yet, the progress has often been insufficient. There is still a substantial gap concerning the availability of ICTs and their implementation methods in the Moroccan High schools, resulting in several thoughtful questions being raised for decision-makers and teachers equally. One of the main questions is what factors affect the successful implementation of ICTs in Moroccan High schools? Hence, the prominence of this paper is to find the answer to this question and other related questions from teachers’ perspectives. This study uses both qualitative and quantitative stances. A closed questionnaire was used to collect data from (134) Moroccan high school teachers, and semi-structured interviews were conducted with (20) other teachers. Generally, the results showed that ICTs were a vital device in improving teaching and learning outcomes. However, lack of resources, ICT skills among teachers, the insufficiency in ICT training, and deficiency of clear ICT policies, among other influences, were some challenges that affect the implementation of ICTs in Moroccan high schools.
Keywords:
Information and Communication Technologies (ICTs); ICT skills; ICT implementation; Moroccan High Schools
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