ICT in science, essential to compensate for the lack of resources

Some time ago, we invited teachers to tell us about their use of ICT in the classroom. Haddadi Mohamed, a teacher in Morocco, tells us about the advantages he finds there in his science education.

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Some time ago, we invited teachers to tell us about their use of ICT in the classroom. Haddadi Mohamed, a teacher in Morocco, tells us about the advantages he finds there in his science education.

Haddadi Mohamed teaches “SVT”, life and earth sciences in secondary school, at Mohamed Zeraktouni college in Nador, Morocco. For him, the wealth of interactive simulations and other resources found on the Web, as well as the possibility of making concepts more concrete for students, constitute major advantages of ICT in the classroom.

In an interview with Infobourg, he cites examples such as the simulations of the movement of tectonic plates, the animated illustration of continental drift, the execution of topographic profiles using software, the observation in groups of blood smears at microscope projected on a large screen, etc.

He also notes that ICT promotes the improvement of the quality of writing among his students. In fact, for 2 years, he has observed a decrease in the number of errors in the transcription of notes and the writing of summaries. “My students are often handicapped by the language proficiency problems accumulated from previous years,” he explains. He believes that being able to project summaries and lecture notes clearly, something that was not possible before, greatly helps the cause. The pupils have the opportunity to see words well, thus to better remember their spelling and, at the same time, to observe the correct structure of sentences.

As a teacher, he also believes that ICTs allow a significant saving of time and an economy of effort in the preparation of the lessons. Interestingly, he notes that they are particularly beneficial in the face of overcrowding of students in a classroom: “ICTs grab students' attention and engage them in lesson development. They also facilitate group observations. Considering the 40 students who regularly make up its classes, all means that can help them concentrate are welcome!

While here, we are fighting against the use of ICT in simple projection, in Haddadi Mohamed's class, this single possibility offers a new promise of accessibility of knowledge and helps pupils in difficulty. It just goes to show that the so-called “efficient” use of ICTs in education really depends on the context ...

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About the Author

Audrey Miller
Audrey Miller
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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