Abstract—Since the 2000s, the leaders of Moroccan educational system called for the introduction of information and communication technology means in education. Thus, the majority of primary schools have been equipped with computers and internet connection. But when it comes to tablets, Moroccan schools are only in the early stages of experimentation. This article aims, on the one hand to probe the inventory of places of use of this artefact in classroom practice and to elucidate the obstacles that could constrain its effective and efficient use; on the other hand, to study the impact of teacher training on the perceived value of this artefact in educational practice. So, we carried out research via a questionnaire and semi-structured interviews in 13 schools that received endowments of 11 to 16 tablets each. The results showed that the use of tablets is very limited; and suffers from several obstacles that hinder its integration. And that the technical and pedagogical training of teachers is a major factor in the perceived usefulness of this technology in classroom practice.
Index Terms—Primary education, use of tablets, teacher training, perception of utility.
El Ayachi Rahali is with University Sidi Mohamed Ben Abdellah (USMBA), Fez. He is also with the Regional Center for Education and Training in Béni Mellal. Morocco (email: email@example.com).
Ahmida Chikhaoui and Khalid El Khattabi are with University Sidi Mohamed Ben Abdellah (USMBA), Fes, Morocco (e-mail: firstname.lastname@example.org, email@example.com).
Fatima Ouzennou is with the Regional Center for Education and Training in Fes, Morocco (e-mail: firstname.lastname@example.org).