awej 5 no.4 full issue 2014

AWEJ Volume.5 Number.4, 2014Teachers‟ ICT Practices: A Case Study of a Moroccan EFL TeacherLamtaraDrid5.2 RecommendationsOn the basis of the findings of this study and the implications arising from them, this articlesuggests some recommendations with reference to the case study.It seems that ICT integration in teaching is a problematic issue in the sense that education isexposed to pedagogical challenges in the wave of new technologies. Both the pre-reading and thepost-reading phases of this demonstration lesson refer to the insignificance of the use oftechnology in the absence of pedagogical considerations. If the pre-reading and the post-readingphases had been carefully and didactically planned, technology could have been used effectively.As an example, the teacher could have used a video or an interactive exercise to activatestudents‟ background knowledge or brainstorm the concept of culture shock in the pre-readingstage. As for the post-reading stage, the teacher could have introduced pictures of people ofdifferent races in order to discuss the content of the text and make connections with it. This way,the teacher could have manipulated both stages technically and pedagogically.Besides, this demonstration lesson refers to the fact that the possession of ICT skills alone doesnot ensure effective ICT integration in teaching. While presenting the lesson, the teacher seemedto manipulate technology as he used his lap top as well as the data show effectively. He alsoexhibited some of his ICT skills in the power point presentation he prepared. However, theteacher only replaced traditional teaching materials (the board and handouts) with the projectionof slides and the paper based form dictionary with the digital dictionary. I personally had theimpression that the lesson was fashionable but not pedagogical.Therefore, these types of ICT practices which sacrifice pedagogy for the sake of technologythreaten teaching and learning practices. At the same time, they spoil traditional pedagogicalteaching practices. These ICT practices are very likely to occur in the absence of a clear visionconcerning ICT integration in education and especially when teachers are required to integrateICT in their teaching after the acquisition of ICT skills only.In this respect, the content of teacher ICT training should not only focus on the acquisition ofICT skills, but also on the pedagogical use of new technology. The availability of digitalresources and training teachers in the use of these digital resources is another determinant factorfor effective ICT integration in teaching.5.3 LimitationsIt can be noticed that the interviews with teachers as well as the ELT supervisor were notconducted immediately after the demonstration lesson. I admit that the immediacy between thedemonstration lesson and the interviews would have facilitated the interviews with teachersespecially that some of them did not accept to answer my questions. These teachers may haveaccepted if they had been asked for an interview immediately after the demonstration lesson.Unfortunately, this was not possible as I needed some time to reflect on the whole lesson andprepare for my structured interview.6. ConclusionThis article investigates teacher‟s ICT practices through a demonstration lesson of an EFLteacher in order to draw attention to the challenge of ICT integration in teaching. This studyreveals that the complexity of the issue is related to the existing misperception andindecisiveness between technological and pedagogical manipulation of teaching activities.This article starts with a review of literature which focuses on the impact of new technology oneducation in many parts of the world especially in the Arab world. Then, the review highlightsArab World English JournalISSN: 2229-9327www.awej.org408