Open AccessIntégration des TICE dans l’enseignement des Sciences de l’Ingénieur dans la filière Sciences Technologies Mécaniques aux lycées du Maroc : Réalité et Obstacles
Author(s) -
Abderrahim Abouzaid,
Mohamed Taoufik,
Ahmed. Moufti,
Abdelhak. Lamsalmi
Publication year - 2017
Publication title -
european scientific journal
Language(s) - English
Resource type - Journals
eISSN - 1857-7881
pISSN - 1857-7431
DOI - 10.19044/esj.2017.v13n13p476
Subject(s) - information and communications technology , economic shortage , technology integration , library science , subject (documents) , identification (biology) , pedagogy , political science , sociology , educational technology , computer science , linguistics , philosophy , government (linguistics) , law , botany , biology
Information and communication technology (ICT) in education has currently become an unavoidable pedagogical tool in any educational system of high standards. Its integration signifies a change in the learning processes and knowledge transmission and acquisition. In this article, we present the results of an exploratory research that we led with engineering science teachers of the Mechanical Science and Technology stream in high schools belonging to two regional Moroccan academies (Grand Casablanca, Settat and the Oriental). Our study focuses on the identification of the unknown current state of affairs and related to the integration of ICT in this subject of secondary education of the Mechanical Science and Technology stream in Moroccan high schools. The results have shown that 95% of the interrogated teachers displayed a big interest towards the usage of ICT in their teaching practices whilst only 22.5% of them already integrate it regularly in the classroom. This paradox is chiefly due to a shortage of equipment within the institution, the lack of software and applications suitable for E.S as well as teachers’ qualification and training. We also estimate that this research’s results could prove useful to other streams while the integration of ICT in the training of future teachers and in the practices of the classroom still remains problematic.