|
Makale Özeti:
|
In recent years, several attempts have been made to reform instructional practices
in the Moroccan educational system, marking the turn of the new millennium as a
unique historical period pregnant with potential, aspirations and challenges. In
light of the spirit of this millennium, the present paper aims to report a study that
investigated secondary education teachers’ attitudes towards ICT implementation
in the El-Jadida province as well as the barriers that hinder the spread of ICT use
for teaching purposes. Drawing on the technology acceptance model, the study
used a mixed-methods approach for data collection and reputational sampling to
select interview participants. In juxtaposition, the results obtained from both data
sets identified several conflicts between teachers’ behavioral readiness to utilize
ICT in the classroom and a range of barriers that slow down the process of ICT
integration. Despite teachers’ positive attitudes towards ICT, it is still largely
underused. The study found that this is mainly ascribable to curricular,
infrastructural and logistical barriers that have to be removed to boost teachers’
attitudes and encourage them to use ICT in the classroom. The study has several
implications for theory, research, teacher professional development, and practice.
|