Fig 10 - uploaded by Youness Rakibi
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In recent years, the development of Information and Communication Technologies (ICT) had a considerable impact on the teaching-learning process, both in terms of quantity and quality. Despite the appearance of many innovative teaching resources, video remains the preferred teaching tool for teachers and learners. Currently, this resource medium is...
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Context 1
... tone, body language…) considered as essential to enhance learning outcomes [34,[61][62][63][64]. Furthermore, it was reported that students learn better from an instructional video when the onscreen instructor draws graphics on the board while lecturing and explaining the lesson with prompts to engage in summarizing or explaining the [3,65]. Fig. 10 shows the results of the analysis of the auditory quality of the instructional videos, in terms of pronunciation, intonation, dynamism, voice level and the possible presence of noise disturbing the sound. The pronunciation quality of the presenter in an instructional video is crucial because it can impact the learners' understanding ...
Citations
... The ability of ICT has been judged of paramount importance and has formed the basis of many theoretical frameworks for scholars worldwide [11,12]. ICT has significantly influenced the teaching and learning process, enhancing both the quantity and quality of education [13]. According to research, the beliefs and emotions of the teachers act as key factors for or against the use of ICT [14,15]. ...
This study investigates the critical factors influencing the integration of Information and Communication Technologies (ICT) in science education, focusing on Technological Pedagogical Content Knowledge (TPCK), ICT teaching self-efficacy, enjoyment, control appraisal, and value appraisal among pre-service and in-service science teachers. Utilizing structural equation modelling, the findings highlight that ICT teaching self-efficacy, enjoyment, and control appraisal significantly predict value appraisal, demonstrating their crucial roles in teachers’ perceptions of ICT value. TPCK also emerged as a significant predictor, emphasizing the importance of integrated knowledge for effective ICT use in teaching. The strong prediction relevance of the study confirms the model’s effectiveness. These findings align with the TPCK framework and imply that in-service programs must include greater emphasis on practical workshops, online courses as well and group activities to enhance teachers’ ICT self-efficacy and TPCK. In this way, it is possible to know how best to integrate ICT in teaching science, resulting in actionable ways to improve teaching practices and student learning outcomes.
... Projects evaluation : The evaluation of projects is conducted using the Blind Peer evaluation method, wherein each teacher is randomly assigned to anonymously assess the project of another teacher. This evaluation is based on a set of criteria developed by Rakibi et al [41], in collaboration with experts. These criteria include the formulation of the presentation objectives, the content of the presentation, as well as the pedagogical aspects and visual media used. ...
Artificial intelligence, with its vast capabilities, has permeated various sectors of society, including education. This technological revolution has brought significant changes to both teaching and learning processes. This study aims to assess teachers' motivation to utilize AI-based tools, specifically ChatGPT, as a means of self-professional development to aid in the preparation of their pedagogical tasks. To this end, an online training session on the use of ChatGPT-4 was conducted with 41 physics teachers in the Fez-Meknes region of Morocco. During this training, teachers prepared lessons using both traditional and AI-enhanced methods. To measure their motivation towards the intelligent method, the IMMS-ARCS survey-based on four factors (Attention, Relevance, Confidence, and Satisfaction)-was employed, a global Alpha Cronbach=0.901 indicates an excellent internal consistency between the 36 items. The results indicate that teachers generally exhibit a positive attitude towards using ChatGPT as an innovative tool that can assist and streamline their teaching tasks. Additionally, the findings reveal that the four motivational factors are positively correlated, with higher values of these predictors indicating greater overall teachers' motivation to adopt ChatGPT-4 as an intelligent tool for self-development of new skills to improve their competencies, ultimately, enhancing students' outcomes.
