awej 5 no.4 full issue 2014

AWEJ Volume.5 Number.4, 2014Teachers‟ ICT Practices: A Case Study of a Moroccan EFL TeacherLamtaraDridlater confirmed or denied by the fly in animations. However, the slides were condensed withdifferent examples and students were not able to take notes of all correct responses. Later on, theteacher moved to the next slide which presented the first stage of the lesson which was the prereadingactivity. In this activity, the teacher asked his students to fill in a chart that he projectedon a slide. Students had to fill in the chart with information about their foreign friend‟s name,age, nationality and hobby. Immediately after the correction of the first task, the teacherprojected the reading passage on the next slide. While reading the text, the teacher highlightedcertain passages which were essential to the understanding of the text. From time to time, theteacher used a digital dictionary to check meaning and pronunciation of some words in additionto the use of a geographical map to locate the Dominican Republic, a country which appeared inthe text. Concerning questions of the while reading stage, the teacher asked his students to workin pairs in order to answer the reading comprehension questions in the textbook page 86. Afterthe correction of the reading comprehension questions, the teacher moved to the last part of thelesson which was post-reading in which the teacher just repeated the same activity of the prereadingstage. Again, he asked students to fill in a projected chart with information about theirforeign friend. However, students were not able to finish the activity because of time constraints.In the 20 minutes allotted for the discussion of the demonstration lesson, teachers seemed to bevery much impressed by the teacher‟s ICT skills. Some of them intervened to ask about someICT skills like the insertion of the reading comprehension passage in the power pointpresentation. Very willingly, the teacher explained the steps he went through in order to insertthe reading comprehension passage in the power point presentation. Then, one teacher intervenedto question the use of technology in the pre-reading and the post-reading stages and referred tothe absence of audio and/or video materials. Besides, this teacher also criticized the fact that theactivities of both the pre-reading and the post-reading stages were the same.When the supervisor intervened, he referred to the fact that the teacher possessed the largest database of EFL tests and activities. The teacher himself reinforced this and explained that hepossessed a great number of digital dictionaries on his lap top. Because of time constraints again,the supervisor did not allow for further discussion and invited everybody for a coffee break.4.2 Interviews4.2.1 Teachers’ interviewsThe first question of the interview aimed to gather the impression of teachers concerning the useof ICT in the whole demonstration lesson. Almost all teachers were impressed by the use oftechnology and the projection of the power point presentation except one teacher who was notexcited about it. Concerning the second question, it focuses on the first part of the lesson whichwas grammar revision. The majority of teachers approved of the use of technology in grammarrevision as it saved time and effort. Two other teachers preferred the use of handouts to makesure all students correct easily. Concerning the exploitation of technology in the pre-readingstage, three teachers disapproved of the pre-reading activity for the following reasons: First, theactivity was only a repetition of what was mentioned in the textbook. Second, the activity wasnot suitable for second year baccalaureate students‟ level. Third, the pre-reading activity did notcontain any sound and/or color. As far as the while-reading stage is concerned, the projection ofthe reading passage was described as useful and practical. Some teachers appreciated the way theteacher highlighted different paragraphs and words. Though, other teachers thought that theprojection of the reading passage was unnecessary as it was available in students‟ textbooks.Moreover, one of the interviewed teachers suggested the use of other techniques instead of onlyArab World English JournalISSN: 2229-9327www.awej.org404