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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
... and methodological objectives prescribed by the official Life and Earth Sciences texts for upper secondary education [45]. This was made possible through the evaluation of the scientific and linguistic relevance of the presented content, as well as seeking the presence of unnecessary repetitions and clear segmentation in each video. According to Fig. 2, the analysis of the videos sample shows that the content of all videos (100%) is only suitable for notional objectives that correspond to knowledge acquisition. In contrast, methodological objectives related to scientific reasoning are generally ignored in all instructional ...
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... scientific accuracy of the content of an online educational video is crucial for its effectiveness as a learning tool. Incorrect or inaccurate information can mislead learners and make it more difficult to understand the data, thus reducing the relevance of the video. The graph in Fig. 2, shows that 30% of the videos are perfectly correct from a scientific point of view, versus 70% of the videos that have some scientific errors. By the way of ...
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... the pedagogical content and usefulness for a classroom environment. This process cans improve the standards of quality, with provision of validity to these educational tools. The examination of video content quality indicates that 40% of the analyzed videos exhibit no unnecessary repetition, whereas 60% of the videos include such repetition (Fig. 2). These repetitions mostly occurred through the oral presentation of some content, often followed by reading the text specific to the same content for a second time. Unnecessary repetition can make the video boring for learners, who may lose their attention, making the video less engaging. Moreover, repetitions take up a lot of time ...
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.
