Authors:
El Mustapha Baytar
Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School, Hassan II University of Casablanca,50069, Casablanca, Morocco
Abdelaziz Ettourouri
Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School, Hassan II University of Casablanca,50069, Casablanca, Morocco
Nadia Saqri
Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School, Hassan II University of Casablanca,50069, Casablanca, Morocco
Lynda Ouchaouka
Multidisciplinary Laboratory in Educational Sciences and Training Engineering, Higher Normal School, Hassan II University of Casablanca,50069, Casablanca, Morocco
Email: elmustapha.baytar@enscasa.ma
Published: August 26, 2023
https://doi.org/10.22492/ije.11.2.04
Citation: Baytar, M. E., Ettourouri, A., Saqri, N., & Ouchaouka, L. (2023). Moroccan Teachers’ Perceptions and Concerns about ICT Integration. IAFOR Journal of Education, 11(2). https://doi.org/10.22492/ije.11.2.04
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.
Keywords
CBAM, COVID-19, ICT, Morocco, stages of concern, teachers