Moroccan Teachers' Perceptions and Concerns about ICT Integration

Autor/inn/en	Baytar, El Mustapha; Ettourouri, Abdelaziz; Saqri, Nadia; Ouchaouka, Lynda
Titel	Moroccan Teachers' Perceptions and Concerns about ICT Integration
Quelle	In: IAFOR Journal of Education, 11 (2023) 2, S.79-96 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Educational Technology; Technology Integration; Teacher Attitudes; Training; COVID-19; Pandemics; Teaching Experience; Age Differences; Elementary Secondary Education; Morocco + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lehrerverhalten; Ausbildung; Age; Difference; Age difference; Altersunterschied; Marokko
Abstract	Integrating technology into teaching practices often changes teachers' work patterns. Thus, several studies have insisted on supporting such change by understanding teachers' concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers' concerns about integrating information and communications technology (ICT). To this end, we relied on a self-reporting instrument for a sample of teachers (n = 382) from two Regional Academies of Education. Our findings suggest that the overall profile of teachers' stages of concern (SoC) is that of "reluctant" non-users. This profile showed high percentiles for the first three SoC, a low consequence stage percentile, medium percentiles for the management and collaboration stages, and a tailing up at the refocusing stage. Furthermore, the results highlighted a positive relationship between teachers' concerns about integrating ICT and previous continuous training on the one hand and the pandemic's impact on their attitudes toward self-training on the other. In addition, significant differences in teachers' concerns regarding teaching experience and age were found. Our study provides change leaders insight into teachers' concerns about integrating technology which will help the field design appropriate interventions to reduce their limiting concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01