Promoting Teachers’ Digital Literacy and Professional Development in Moroccan Secondary Schools after Covid-19

Abstract

Digital literacy skills and teachers’ online ICT competencies have been the main concerns for Moroccan educational stakeholders after school closures and the unprepared shift to online teaching and learning phase. This article tries to shed light on the ministry’s strategy for implementing ICT teacher development before and after the pandemic era. The study adopts a mixed method research that combines quantitative and qualitative approaches. The online survey was conducted through a self-filling questionnaire which was constructed through google forms. The 516 respondents from high schools and 244 respondents from private schools are teachers belonging to many schools in Sous Massa Academy. In addition to this questionnaire, semi-directed interviews were conducted through emails with 15 teacher trainers from the training pedagogical center in the same Academy. The outcome of the study analysis shows that there is an urgent need for a training program required for teachers to boost their digital skill level and to initiate them to online interactive approaches, based on the combination of both constructivism and connectivism learning theories to upgrade their online teaching and implementing techniques that promote student learning autonomy and student collaboration strategies. Moreover, the study reveals that the trainees at the regional pedagogical center are initiated to ICT in classroom use only while still adopting the same traditional teaching techniques.