Increasingly, education officials in the Maghreb are implementing innovative programs for the use of new technologies in the classroom. Some aim to carry out a vast program of student equipment with mobile terminals (particularly tablets), others have initiated vast programs of transformation of the way of considering teaching through the use of ICT , others grope by carrying out small experiments..
But actually how many teachers use ICT in their lessons? It would be interesting to launch a vast survey on the subject, if only to know the rate of integration of new technologies in learning. Of course, many of them would answer that they use PowerPoint presentations and sometimes use videos, but basically, how many teachers have integrated the use of digital as a teaching tool in their teaching to transform their way of transmitting the knowledge. By doing a small survey in our entourage, we can realize that ultimately very few teachers have integrated ICT in their teaching. And if we seek to know what can constitute a brake on technology in education, we can identify several reasons which prevent teachers from integrating new technologies in their lessons or art design by some specific pencils, even when they know the subject and recognize their positive impact on improving the quality of education. Lack of training The most common argument is the lack of training. When schools or education officials decide to implement innovations based on the integration of new technologies, the decision is often made without any thought about the skills and training of teachers. Technology is evolving very quickly, new tools, new applications are emerging quickly and devices are constantly evolving. Teacher training is, however, much less frequent and often seen as a low priority. Training teachers to enable them to follow technological development must be the first objective when talking about integrating ICT in education. Teachers must have at their disposal the appropriate training to master ICT tools and uses and allow an evolution of education systems. Unsuitable training, focused on tools rather than educational uses When a training plan is put in place for teachers, it is generally targeted at technologies rather than uses and pedagogy. Often, these are provided by technology experts from companies looking to place their products, rather than by experts in educational integration of ICT. These trainings focus on how to operate a device or application, rather than how to use it to improve learning. Teachers are left on their own to understand how to integrate the tool effectively with their students. The training must be carried out by pedagogical experts who can provide teachers with practical experience of using new technologies in the classroom. Training out of step with the teaching context And when training is provided on an educational level, it is often linked to technology and not specifically designed around the needs and context of teachers and their programs. They often have to adapt it by themselves. The training curricula must be applied to the tools and content that teachers really need and that they will have to teach in their course with art related supplies. "Off subject" trainer Some ICT trainers, although very well intentioned, may be a little too evangelical. They tend to preach to highlight the incredible benefits that they attribute to new technologies in teaching, without being realistic about the limits and difficulties that many teachers face in their daily use in the classroom. These trainers also tend to overstate the benefits of excessive use of new technologies, even though sometimes there is no real benefit. The training of teachers in ICT must be approached with a critical eye, so that they can also understand the pitfalls, problems and restrictions that accompany the use of new technologies in the classroom. Unsuitable technology Excessive investment in new technologies can lead to the choice of the wrong tools. Sometimes getting impartial advice on technological solutions is a challenge given the multitude of available applications and very persuasive commercial discourse. It is often tempting to buy something that is accompanied by good marketing, while the lifespan of some Edtech tools is limited in time. Before investing in new technologies, it is advisable to define the precise needs of teachers and students and choose the appropriate tools. Lack of integration into the curriculum In order for teachers to be able to use technology it must be integrated into the curriculum. They need to see the connections with what they are teaching and the tool should help them achieve their goals. Technology cannot be a complement and does not constitute additional work. It must be integrated into teaching and help teachers in their educational animation..
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