EFL TEACHERS’ ATTITUDES TOWARDS ICT LEADERSHIP AND ICT COLLABORATION IN HIGH SCHOOL EDUCATION IN MOROCCO
Keywords:
The International Society for Technology in Education, ICT leadership, ICT collaborationAbstract
In compliance with the ISTE (International Society for Technology in Education) standards for educators, the present study investigates the roles teachers play as ICT leaders and collaborators. To this end, a survey questionnaire is administered to 55 high school teachers. Participants belong to the community of EFL teachers working in private schools in Marrakesh, Morocco. Through a quantitative analysis, this research is geared towards probing the ICT relationships teachers entertain with the various educational stakeholders, namely administrators, parents, colleagues, and students. Results demonstrate that teachers generally reach out to administrators to provide for ICT equipment in spite of their lack of ease at using some ICT tools, namely the interactive board and the data show. They also favor faceto-face over virtual communication with parents. In terms of ICT collaboration, teachers generally either actively net-connect with their peers or are willing to do so. Concerning online communication with students, a generally positive attitude is discernible in terms of communication at class level. Maturity and professional experience are two factors that boost teachers’ positive rapport with parents, colleagues and students. On the other hand, teachers’ contact with students at individual level is still unsatisfactory. Likewise, a reticence is noted among older and veteran teachers to exploit online platforms in their teaching practices. In view of the above results, there is an incessant need to include ICT leadership in teacher education programs. In the same mode, ICT collaboration as well as the use of ICT tools and online platforms should be accounted for in the professional development of EFL practitioners in Morocco
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