TICE et formation pédagogique des enseignants : une approche intégrée Cas de I’enseignement primaire : région Fès – Mèknes

ICT and Pedagogical Training of Teachers: An Integrated Approach Case of Primary Education in the Fès-Meknès Region

ENCG, Université Ibn Tofail, Kenitra, Maroc

Résumé

L’évolution technologique et la réalité virtuelle mènent à une transformation fondamentale des modes d’enseignement. Les enseignants d’aujourd’hui ne sont pas ceux de demain. Conscient de l’importance d’innovation technologique et numérique dans l’enseignement ; L’éducation au Maroc a connu des changements radicaux en manière et méthodes d’enseignement grâce aux différents reformes structurelles. L’une des principales réformes a été le lancement du Programme de modernisation de l’enseignement (PME) en 2022, qui ambitionne à rénover la manière de l’enseignement primaire et à encourager les élèves à participer à des activités créatives et à des projets liés à l’éducation. Cet article examine un état des lieux de la manière d’insertion des TICE chez les enseignants primaires du secteur publique. Plus spécifiquement, il vise à mieux présenter les liens entre la formation initiale en matière des TICE ; les équipements informatiques et leur utilisation par les enquêtés.

Abstract

Technological advancements and virtual reality are leading to a fundamental transformation of teaching methods. Today’s educators are aware of the importance of technological and digital innovation in education. As a result, education in Morocco has undergone radical changes in teaching methods and approaches, thanks to various structural reforms. One of the significant reforms was the launch of the Modernization of Education Program (PME) in 2022, which aims to revamp primary education and encourage students to engage in creative activities and education-related projects.

This article examines the current state of ICT integration among primary school teachers in the public sector. Specifically, it aims to explore the links between initial training in ICT, the availability and use of computer equipment by the surveyed teachers. The research focuses on understanding how well-equipped and prepared primary school teachers are in utilizing ICT in their teaching practices. It investigates the extent to which initial training in ICT has been provided to teachers, the availability of computer equipment in classrooms, and how teachers utilize these tools in their teaching process. The findings of this article will shed light on the level of ICT integration in primary education classrooms in the public sector in Morocco. It will provide valuable insights into the challenges and opportunities for further enhancing the integration of ICT in education, and how the PME initiative has impacted the readiness and capabilities of primary school teachers in adopting technology for effective and innovative teaching practices. The results of this study will be beneficial for policymakers and educational institutions seeking to foster digital literacy and promote effective technology integration in primary education across the country.

In Morocco, teacher training is a key point for educational progress. The consolidation of ICT in pedagogical teacher training has become a necessity, as it allows them to acquire the necessary skills to teach with digital tools. Aware of the importance of technological and digital innovation in education, the education system in Morocco has undergone changes and reforms in recent years. One of the main reforms was the launch of the Education Modernization Program (PME) in 2022, which aims to improve the quality of primary education and encourage students to participate in creative activities and projects related to education. This article examines the scope of Information and Communication Technologies for Education (ICTE) training on the quality of pedagogy and learning for ICT-informed teachers.