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Critical Reflections on the Effective Implementation of ICTs

ASIAN TEFL, Vol. 2 No.2, 2017, www.asian-tefl.com 137

Critical Reflections on the Effective Implementation

of ICTs in Moroccan Universities

Hicham Laabidi Sidi Mohamed Ben Abdellah University, Fes, Morocco

e-mail: [email protected]

Abstract: Computers offer several opportunities that encourage the promotion of teaching and

learning experiences. Like many other nations, Morocco has understood the

importance of using computers in schools and universities. For this reason, the

Moroccan government has launched several projects aiming at the diffusion of

Information and Communication Technologies (ICTs) in education system. Actually,

ICTs are useful for both teachers and students in the sense that they help teachers

develop professionally. Also, students can increase their achievements and become

independent learners. This paper aims to examine the various factors that have high

impact on English professors’ use of computer technologies for pedagogical

purposes in Moroccan universities. Descriptive analysis of means, and standard

deviations were used to analyse the collected data. Also, inferential statistics, mainly

Pearson Product Moment Correlation, were employed to account for this

correlation. The findings revealed that lack of institutional support has a big

influence on professors’ decision to utilize or refrain from using ICTs in their

classroom practices.

Keywords: ICTs, education system, computer technologies, pedagogical purposes,

institutional support, classroom practices

ASIAN TEFL Vol. 2 No.2, 2017

www.asian-tefl.com

e-ISSN: 2503-2569, p-ISSN: 2527-5038



1. Introduction

Molnar (1997) mentioned that there are two fundamental roles of schooling. The

first important function is conveying culture and values to the next generation. The

second significant mission is teaching students the right skills to cope with the real

world. Moreover, without having technologically skilful human resources, our

students cannot participate effectively in this era which is described as the period of

global information (Molnar, 1997). Educational institutions did a magnificent work

at preparing learners for an industrial age but not for the information age. Learners

are in need of group and interpersonal skills, lifelong learning competences and

qualifications to make effective use of technology to access information. A

sophisticated technology-driven world is producing its own education in order to

create the proper kind of citizens to be successful in the information age (Sherritt &

Bason, 1996). Thus, schools and universities are required to prepare students to

compete in today’s technological world (Heflich, 1997). In order to ensure

continuity of education, innovation in teaching and learning is essential (Mansor, et

al., 2017). Indeed, the adoption of technology within our educational systems will

profoundly transform classroom practices. Mckenzie (2000) maintained that the

increasing demand for the workforce which is capable of matching job markets’

needs has compelled different educational institutions to change their classroom

practice and adopt technologically based instruction.

It is apparent that computer technology has become an important part of our daily

lives. “Whether or not we touch a computer, it is almost impossible to escape its

daily influence on us; from speedy information transmittal, printouts, and receipts, to

control of lights and temperature of our workplaces” (Deaton, 1990, p.1). If schools

and universities tend to prepare learners for today’s job market, they should

encourage the integration of computer technologies into the curriculum (Soine,

1996). If these educational institutions are not utilizing ICT, they are neglecting a

significant portion of their learners’ environment (Cummings, 1998). In fact ,“

convergence of the economic necessities called into question the effectiveness of the

educational system to prepare the future workforce with adequate amounts of human

capital ( knowledge, skills, and dispositions) to compete in world markets and

economies” ( Hornbeck & Salamon, 1991,p.65)

Therefore; teachers, in this information technological age, should know both the

subject matter they instruct and the different effective ways this subject matter may

be changed using computer technologies (Misha & Koehler, 2006). They are

required to develop sufficient knowledge about technologies such as computers, the

Internet and digital videos. This knowledge should incorporate how to install and

remove several significant software programmes. In other words, they are required

to master the necessary skills to operate different software tools especially word

processors, Internet browsers, spreadsheets, and email (Misha & Koehler). This is

due to the fact that there has been a shift from a focus on information transmission

through books and chalk to a concentration on information processing via computers

and the internet (Barker, 1994).



Numerous studies have indicated that there is a strong positive correlation between

students’ achievements and the use of ICT in the classroom. Schacter (1999) carried

out a meta-analysis of more than 700 research studies done within the state of West

Virginia with samples of learners who had access to several kinds of technologies in

their learning. He claimed that the targeted students showed “positive gains in

achievement on research constructed tests, standard tests, and national tests” (p.9).

Schacter’s feedback reinforced the necessity for instructors to include technology

into the educational environment. Nova (2017) claims that echnology gives positives

impacts to students’ learning attitudes, including their interest, motivation, and

learning styles. Similarly, Waxman, Connell, and Gray (2002) conducted a research

study which reviewed both quantitative and quasi-experimental research

publications from 1997 to 2002 related to the influence of computer technology on

learners’ achievement. They found that the implementation of ICT within classroom

practices has positive effects on students’ learning.

2. Literature Review

2.1. Moroccan Higher Education and Information Technology

The use of computer technology in the teaching and learning processes has been

regarded as one of the main axes of the last educational reforms carried out in

Morocco. Actually, several studies have found there is a strong positive correlation

between the use of information technology and effective acquisition of foreign

languages (Chapelle, 2001). For this reason, integrating information technology in

Moroccan education, specifically in the teaching of foreign languages, has become a

request among decision-makers, educators and other stakeholders.

His majesty king, Mohammed Sixth declared the period 1999-2009 the “education

decade”. So as to ensure the successful integration of IT in Moroccan education, the

government focused on five major themes which make up the foundation of the

national plan aiming at increasing access to various computer infrastructures. These

themes include education, governance, private sector development, e-commerce and

access. As a result of this plan, the Moroccan government launched different

projects intending to expand the infusion of computer technology in schools,

universities and other educational institutions (Hamdy, 2007; Bounahai, 2014).

Morocco Wide Area Network (MARWAN) is considered as one of the most

outstanding projects introduced by the Ministry of Higher Education to spread the

use of computer technology within Moroccan higher institutions. The major goal of

MARWAN project, which was initiated in 1997 and operated in 2002, was to

guarantee professors’ access to both technological instruments and the Internet. It

also intended to help professors develop a logical and satisfactory understanding of

the importance of utilizing information technology in their classrooms. Moreover, it

aimed to enable professors to share resources, encourage the promotion of ICT in

Morocco and increase cooperation between Moroccan professors and their European

counterparts (Hamdy, 2007; Belcadi, 2007).

Another significant project is the Moroccan Virtual Campus (CVM). This project

started in 2002. It aimed at stimulating cooperation between e-learning plans within



different universities. It also intended to help students have access to different

sources of knowledge, increase the proportion of self-learning and strengthen the

quality of the educational content (Hamdy, 2007).

Computer Assisted Teacher Training (CATT) was launched and activated in 1999 in

collaboration with the United States Agency for International Development

(USAID). The main purpose of this project was to equip teacher training centres

with the necessary technological instruments. Also, it aimed at providing adequate

and appropriate computer training to instructors and creating a community web site

(Hamdy, 2007).

2.2. Factors Influencing Professors’ Use of ICTs in Teaching Practices

There are several factors that affect teachers’ attitudes and their use of computer

technologies in the process of learning and teaching. These factors incorporate age,

gender, teaching experience, access to computers, computer experience, computer

training, computer anxiety and institutional support (Sahin &Thompson, 2006;

Bitner & Bitner, 2002; Dusick & Yildirim, 2000; Broos, 2005; Khaloufi & Laabidi,

2017).

Professors need training on the effective use of educational technologies so as to

help them get rid of the fear which is often associated with their hesitation to make

use of ICT (Javeri, 2003; Laabidi, 2016). In fact, fundamental knowledge of both

hardware and software implementations is required so that teachers can promote the

necessary qualifications to make successful use of the new innovations in their

teaching practices (Hardy, 1998). According to Parish & Necessary (1996), the main

variable that best account for teachers’ computer anxiety is the lack of computer

training.

Previous literature also reveals conflicting findings regarding the influence of

teaching experience upon the use of ICT in the classroom. Some researchers have

reported that the effect of teaching experience is not very significant. For instance,

Becker (1999) concluded that teaching experience should not be regarded as an

important variable affecting the implementation of ICT in schooling. In the same

context, Dusick and Yildrim (2000) stated that there is not any significant

correlation between computer usage and teachers’ teaching experience. In the same

framework, Shegog (1997) conducted a research study to investigate professors’

attitudes regarding computer integration on the basis of their age, gender, teaching

experience, ethnicity, and computer experience. The researcher concluded that

teaching experience should not be a predictor of professors’ attitudes toward the use

of computer technology in the teaching process.

Access to computer technology means the presence of computers in the school and

at home. It means also the availability of up to date hardware and software (Reilly,

1996). Teachers’ level of computer and internet access is considered as one of the

most significant factors that would shape their attitudes regarding computer usage in

the classroom (Marcus, 1986). Accessibility to reliable technological equipments

that are needed for effective technology integration reflects teachers’ positive

attitudes toward the incorporation of ICTs in the classroom (Guessoum, 2006).



Actually, most researchers agree that accessibility to technological instruments has

boosted in schools and universities. However, “the capacity of educators to use

technology in classroom instruction has not kept pace with the increased access to

technology” (Sandholtz, 2001, p.349). Also, “the knowledge, beliefs, and attitudes

of teachers have shaped what they choose to do in their classroom and explain the

core of instructional practices that have endured over time” (Cuban, 1993, p.256).

Administrative support is a decisive factor in the effective integration of

instructional technologies (Atkins & Vasu, 2000; Nachmias et al., 2004; Van Melle

et al., 2003). According to Bower (2001), administrative support is a significant

factor which is thought to have a big effect on professors’ attitudes toward the use of

computer technology for teaching purposes. Institutional support such as incentives

for teachers is very significant to the effective adoption of computer technologies

into education. Institutional encouragement incorporates helping teachers develop

the ability to access the Internet and other computer accessories such as the data

projector, printer, digital camera and the scanner. It should also include pedagogical

back up such as recommendations for ways on how to select the most suitable

software (Sife et al., 2007). Thus, administrative support must be provided for

teachers to facilitate their integration of computer technologies in classroom

practices (Bitner & Bitner, 2002).

Many previous studies that were conducted to investigate teachers’ use of the new

innovations in education reported that administrative support affected successful

implementation of ICTs in the classroom. For instance, Cameron & Ulrich (1986)

concluded that insufficient administrative back up represented a significant barrier to

the effective use of computer technologies in Nigerian educational institutions.

Moreover, Sife et al. (2007) found that obstacles discouraging teachers from

embracing the new technologies included inadequate administrative, technical and

financial encouragements. Hsin-Kai et al. (2007) found that most teachers involved

in their study were reluctant to integrate computer technologies in their teaching

practices due to the lack of administrative assistance provided by their educational

institutions.

Bailey & Lumley (1997) reported that effective administrators are those who firmly

believe that computer technology is an efficient instrument which is expected to

change the traditional methods that were used to teach students. So, administrators

should understand that computer “technology integration presents a shift in values in

our views of teaching and learning, and raising the level of awareness of this conflict

is not only necessary, but also a fundamental component to successful change”

(Fullan, 1991).

3. Research Methodology

3.1. Research Question and Hypothesis

The current paper aims to answer the following research question: is there any

correlation between professors’ use of ICTs in teaching and the levels of

institutional support? From the previous research question, the following null

hypothesis was developed: there is no significant correlation between professors’



integration of computer technologies in their classroom practices and the levels of

support provided by their educational institutions.

3.2. Participants

The participants consisted of professors of English working in public and private

Moroccan higher institutions during the academic year 2015-2016. This included

professors teaching in the faculties of letters and human sciences as well as those

who teach in other higher institutions such as the multidisciplinary faculties. As

shown in figure 1, the total number of participants was 163. The majority of

respondents who completed the survey indicated that their gender was male (n =

114), 69.9 %. Of the remaining respondents, 49 (30.1 %) reported that their gender

was female.

Figure 1: Distribution of participants by gender.

Figure 2 shows that the professors participating in this study were from thirteen

different Moroccan universities. The highest percentage of the respondents 21.5 %

(n =35) taught English language at Moulay Ismail University followed by Sidi

Mohammed BenAbdellah university, 14.1 % (n = 23). Of the 163 participants, 11.7

% (n = 19) taught at Mohammed V. The data showed that the representation of

Mohammed I was somewhat less, 4.3 % (n = 7), equal with both Ibnou Zohr and

Soultane Solimane universities.

Figure 2: Distribution of participants by university of affiliation.



As shown in Figure 3, more than half of the participants (n = 87; 53.4%) reported

that they possessed an average level regarding the degree of their computer skills.

Also, a quarter of the respondents (n=42; 25.8%) stated that they were advanced

when using computer technologies. Only nine professors (5.5%) announced that

their computer skills level was very low.

Figure 3: Distribution of participants by their computer skills.

3.3. Data Analysis Procedures

Inferential statistical analysis was used to answer the main research question: is

there any correlation between professors’ use of computer technology and the level

of institutional support? Pearson Product Moment correlation was utilized to explore

the strength of the relationship between two continuous variables which were

professors’ use of computer technology (the dependent variable) and the level of

institutional support (the independent variable). Pearson’s correlation was utilized to

investigate if any significant relationship exists between the previously mentioned

variables.

4. Findings and Discussion

It is clear from Table 1 that there is a strong positive correlation between the two

variables,

r = 0.59, p < .01. In other words, as the level of institutional support increases, the

use of computer technologies increases as well. Furthermore, the p value (p=0.000)

is less than the significant level set at 0.01 (2-tailed). Therefore, the null hypothesis

stating that there is no significant correlation between professors’ use of ICT in

teaching and the level of institutional support can be rejected.



Table 1: Correlation between professors’ use of ICT and the level of institutional support

Correlation

Professors’ Use of

ICT in Teaching

The Level of

Institutional

Support

Professors’ Use of ICT

in Teaching

Pearson

Correlation 1 ,598

**

Sig. (2-tailed) ,000

N 163 163

The Level of

Institutional Support

Pearson

Correlation ,598

** 1

Sig. (2-tailed) ,000

N 163 163

**. Correlation is significant at the 0.01 level (2-tailed).

To further explore the relationship between the use of ICT and the degree of

institutional support, a scatter plot was created (Figure 4). It is apparent from the

scatter plot that the two variables strongly and positively correlate. Also, it is clear

that the relationship between the variables is strong because the data points are

moderately clustered around the straight line. The coefficient of determination (r2 =

0.35) indicates a 35% of shared variance between professors’ use of ICTs and the

level of institutional support. That means that 35 % of the variability in professors’

use of ICTs in instruction is accounted for by the level of support provided by their

institutions. This suggests that there are other independent variables that explain

teachers’ adoption of ICTs in teaching processes.

Figure 4: Means plot for professors’ use of ICT and the level of institutional support



Correlation analysis showed that there is a significant positive correlation between

the dependent variable (ICT use) and the independent variable (institutional

support). The findings from the survey revealed that professors who tend to integrate

computer technology in their teaching have received high levels of institutional back

up. The results of the present study supported the findings of previous research

studies. For instance, Bower (2001) found that the level of institutional assistance

would have a positive association with teachers’ attitudes towards the adoption of

the modern technological tools in the classrooms. Additionally, Marcus (1986)

reported that the degree of administrative support correlated with the

implementation of computer technology in education. Pajo & Wallace (2001) found

similar results.

5. Conclusion

In this study, it was found that lack of institutional support had high impacts on

professors’ willingness to integrate ICT in universities. Therefore, support for

computer technology implementation should be widely available. Actually,

administrators are recommended to offer support to instructors through helping them

overcome the challenges they face while utilizing information technology in the

classrooms. Support may take the form of materials, technological equipments,

professional development courses, and training to learn how to integrate ICT

effectively into the curriculum. Accordingly, administrators of institutions of higher

learning could provide different incentives such as workload reduction and

compensation for those offering technological support to others. To guarantee

successful and effective ICT implementation, universities should provide professors

with specific technological training in the form of extensive workshops that focus on

how to make effective use of modern technological tools in their teaching. This

simply means that training programs which only offer basic computer skills are

inadequate to help professors make successful use of ICT in the classrooms.

Training programs should go beyond the mastery of the basics. Indeed, specialized

training courses should aim at the acquisition of other significant educational

techniques associated with planning instruction, designing teaching activities, and

evaluating technology implementations. By providing quality training for professors,

policy-makers would aid the expansion of technologically integrated instruction and

thus prepare students to face the challenges of the twenty-first century.

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