LIFE AND EARTH SCIENCE TEACHERS' DIGITAL SKILLS AND CLASSROOM TEACHING PRACTICES

Abstract

During the recent reforms of its educational system, Morocco has
continually undertaken actions to promote the integration of ICT
(Information and Communication Technology) in teaching. However,
this integration faces several challenges. In this context, the 2021
annual report from the Higher Council of Education in Morocco
revealed that 64.6% of teachers were dissatisfied with their experience
of distance teaching during the time of Covid-19, when ICT was
heavily utilized. To explain this observation, we attribute it to the level
of mastery of digital skills among teachers, which we assume is not
sufficiently developed to enable successful integration of ICT into
their teaching practices. With this perspective, we conducted two
studies on the digital skills of life and earth science teachers. The
results obtained reveal a modest level of digital skills among the
teachers in our sample.

Full text

INTERNATIONAL JOURNAL OF SCIENCE DIDACTICS AND EDUCATIONAL ENGINEERING (IJSDEE)
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Volume 1
Issue 1
October-December (2023)
ISSN: 3009-5239
Page: 148 - 157
LIFE AND EARTH SCIENCE TEACHERS' DIGITAL SKILLS AND
CLASSROOM TEACHING PRACTICES
Abdelkader OUHTIT 1,2, Rajae. ZERHANE 1, Rachid JANATI-IDRISSI 1
1 :ERIPDS1, École Normale Supérieure, Abdelmalek ESSAADI University, Tetouan, Morocco
2 :Académie régionale de l'éducation et de formation Tanger – Tétouan - Al Hoceima
A R T I C L E I N F O
A B S T R A C T
Keywords:
Digital skills, Learning,
Teaching, Teaching practices,
ICT.
During the recent reforms of its educational system, Morocco has
continually undertaken actions to promote the integration of ICT
(Information and Communication Technology) in teaching. However,
this integration faces several challenges. In this context, the 2021
annual report from the Higher Council of Education in Morocco
revealed that 64.6% of teachers were dissatisfied with their experience
of distance teaching during the time of Covid-19, when ICT was
heavily utilized. To explain this observation, we attribute it to the level
of mastery of digital skills among teachers, which we assume is not
sufficiently developed to enable successful integration of ICT into
their teaching practices. With this perspective, we conducted two
studies on the digital skills of life and earth science teachers. The
results obtained reveal a modest level of digital skills among the
teachers in our sample.
INTRODUCTION
All players in the Moroccan education system are
aware of the opportunities offered by the integration
of ICT to improve teaching and learning, since ICT
can support active pedagogy by encouraging
exchanges between learners, research and
consultation of documents, and the construction of
knowledge. Although the focus is more on learning
than teaching, the integration of ICT by Life and
Earth Science teachers is not satisfactory. Indeed, the
results of some studies have shown that the rate of
integration of ICT into teaching practices remains
very low (Tarichen et al., 2017). In fact, it's not
enough to equip schools with digital resources for
uses to develop around these tools (Maouni et al.,
2014). Teaching with technology becomes even
1
ERIPDS : Equipe de recherche en ingénierie et didactique des sciences
Corresponding author : Abdelkader.ouhtit@etu.uae.ac.ma
more challenging when considering the challenges
that new technologies pose to teachers (Koehler &
Mishra, 2008).
With the advent of the Covid-19 pandemic and with
the aim of ensuring pedagogical continuity while
preserving the health of individuals (learners,
teachers and administrative staff), the Ministry of
National Education took a range of measures
including the introduction of distance learning,
alternate teaching, the establishment of educational
platforms (Telmidtice and Taalimtice), and the
broadcasting of lessons on national TV channels.
Although both teachers and learners have become
involved in distance learning by exploiting ICT, the
results of an evaluation of teaching at the time of
Covid-19 showed that only 35.4% of teachers were
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satisfied with their experience of distance learning
(Higher Education Council, 2021). These results led
us to wonder whether this dissatisfaction might be
rooted in the level of digital skills among Life and
Earth Science teachers.
The integration of ICT in teaching (whether (whether
in-person or remote) requires the development of a
set of technological skills, also known as digital
skills (Papi, 2012). With this in mind, the objective
of this work is to assess the digital skills of life and
earth sciences teachers by comparing their own
perceptions of their digital skills with their teaching
practices. This is to test our hypothesis linking the
problem of ICT integration in life and earth sciences
to the lack of development of life and earth science
teachers' digital skills.
1. THEORETICAL FRAMEWORK
Technological (digital) development has changed the
way people and organizations interact, and these
technological advances have already, and will
continue to have, a professional, social and cultural
influence. As Marshall Macluhan put it, "We shape
our tools, and they, in turn, shape us" (Plante, 2015).
Education is no exception to this digital
omnipresence, and is being transformed. Indeed,
since the advent of computing and the "digital"
technologies that flow from it, and in recognition of
the role that integrating ICT into education can play
in reducing inequalities at school and delivering
equitable, quality education for all learners, countries
around the world are seeing profound changes in
their education systems to integrate digital into
school curricula as well as teaching practices.
1.1. ICT in education: between use and
integration
We often associate the two terms "use" and
"integrate" with ICT. However, using ICT in
teaching-learning situations does not mean that the
teacher has integrated it into the process. Indeed,
using ICT implies a basic incorporation of ICT into
the teaching act, such as using a video projector to
present slides during a lesson. On the other hand,
integrating ICT goes beyond the simple use of ICT
to turn them into pedagogical tools for research,
collaboration, sharing and evaluation. For Mastalfi
(2016), integrating ICT must be done in association
with an appropriate pedagogical approach (Mastafi,
2016). It is in this sense that M.Lebrun argues that to
speak of the efficiency of ICT requires reference to
the methods in which these tools will take their place,
and further still to the educational objectives that
underpin them (Lebrun.2007). Indeed, according to
Balanskat, the impact of ICTs depends to a large
extent on how they are used: learners' performance is
enhanced when teachers use them for pedagogical
purposes and not simply as a means of modernizing
their teaching (Balanskat et al., 2006).
1.2. SAMR, a model for assessing ICT
integration
This model provides a better understanding of the
steps teachers need to take to successfully integrate
digital tools (Puentedura, 2010). It’s made up of four
stages - Substitution, Augmentation, Modification
and Redefinition (SAMR). Allowing, within the
teaching and learning context, the description and
positioning of the level of technology integration by
teachers.
Figure 1. The SAMR model (Puentedura 2010)
Substitution
Technology acts as a direct
substitute, with no functional
change.
Augmentation
Technology acts as a direct
substitute, with functional
improvement.
Modification
Technology allows for a
significant task redesign.
Redefinition
Technology allows for the
creation of new tasks,
preciously inconceivable.
Transformation
Enhancement
Using a word
processing
software instead of
paper and pen.
Use a quiz that
allows instant
correction of
answers.
Using animated
slides to present a
concept.
Use virtual room
classes in distance
learning.
Exemples

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1.3. Digital skills
The notion of competence was initially used in the
socio-economic field to manage companies' human
capital. In this field, the word competence is
synonymous with performance and efficiency, which
are determining factors in the career advancement of
employees. The encouraging results obtained in the
economic field following the adoption of the
competency-based approach have encouraged other
sectors to adopt it too. Consequently, that
competency has found itself propelled to the heart of
educational reforms all over the world, including
Morocco.
With the advent of ICT in the classroom, teachers are
obliged to acquire digital (technological) skills,
enabling them to integrate digital tools and resources
into their teaching practices. These technological
skills are strongly proclaimed by Moroccan
curricula, to designate a set of skills enabling the use
of new technologies.
Throughout our research, we'll be adopting Le
Boterf's definition, which we consider more relevant
in the context of ICT integration: "To be competent
is to be capable of acting and succeeding
competently in a work situation (activity to be carried
out, event to be faced, problem to be solved, project
to be carried out...). It means implementing a relevant
professional practice while mobilizing an
appropriate combination of resources (knowledge,
know-how, behaviors, modes of reasoning, etc.). We
are referring here to the field of action" (Boterf,
2008). Indeed, it's not enough to possess "resources",
you also need to know how to use them wisely in
particular contexts. From this perspective,
competence is treated as a process, not as a sum of
resources. In the same sense, digital competencies
have been defined as the ability to use ICT
effectively and autonomously (Brotcorne &
Valenduc, 2008). In other words, they represent an
individual's capacity to employ and combine
knowledge (knowing), skills (know-how), and
attitudes (know-being) to use information and
communication technologies, whether new or
existing, to:
- Analyze, select and critically evaluate digital
information;
- Solve problems;
- Develop a collaborative knowledge base while
engaging in organizational practices (Bernier et al.,
2016).
During our study we referred to the digital skills
reference framework (DigCompEdu version 2.1),
implemented by the European Union in 2017, and
was adopted by the majority of European countries1.
This reference framework describes 22 digital skills
(Redecker, 2017), wich can be classified into 6
domains based on the objective of teachers’ use of
digital technologies.
Table 1. Ranking of digital skills according to the purpose of the teacher's use of technology.
Domain
The purpose of using digital technologies
Professional
engagement
Use digital technologies for communication, collaboration and professional development.
Digital resources
Research, create and share digital resources.
Teaching and
learning
Manage and orchestrate the use of digital technologies in teaching and learning.
Assessment
Use digital technologies and strategies to improve assessment.
Learner
empowerment
Use digital technologies to enhance inclusion, personalization and active engagement of
learners.

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Facilitating learners'
digital competence
Enable learners to use digital technologies creatively and responsibly for information,
communication, content creation, well-being and problem-solving.
2. METHODS AND MATERIALS
With a view of assessing the digital skills of life and
earth sciences teachers, we carried out two surveys
combining both quantitative and qualitative data to
better understand our subject of study.
2.1. Teachers' perceptions of their digital
skills
With the aim of identifying teachers' perceptions of
their digital skills, we conducted a survey an online
questionnaire. Our sample consisted of 121 life and
earth sciences teachers.
Table 2. Distribution of surveyed teachers according to
gender and teaching experience.
Genre
Teaching experience
(in years)
♀
♂
[0 – 5]
] 5 – 10]
10 <
%
54.3
45.7
34.3
31.4
34.3
The sample is represented by 121 life and earth
sciences teachers, with 54.3% female and 45.7%
male representation. These teachers work in public
schools (Urban and Rural) under the direction of
Tetouan.
The survey questionnaire was designed based on the
European framework for educators' digital
competence, DigCompEdu (Redecker, 2017). This
choice is justified by the fact that this European
framework is built upon UNESCO's Digital
Competence Reference Framework, which the
Moroccan Ministry of National Education utilized as
the foundation for its in-service ICT training
program (GENIE program) for teachers (BENALI et
al., 2021).
2.2. Teaching practices and ICT
With a view to comparing teachers' perceptions of
their digital skills with their teaching practices, we
organized classroom visits to a sample of 31 teachers
from the Tetouan directorate.
Table 3. Distribution of teachers visited in class by
gender and teaching experience.
For this survey, we developed an observation grid
based on the synthetic model of pedagogical
integration of digital technology for innovative
practices (Drissi, 2019) and the SAMR model, which
focuses on levels of ICT use/integration by teachers
(Puentedura, 2010).
Thus, our observation grid has four parts:
+ General data on the teaching-learning
environment.
+ Nature and time of use of the digital
resource.
+ Level of ICT use/integration according to
the SAMR model.
+ Role of the learner during the exploitation of
the digital resource.
2.3. Validation and reliability of data
collection tools
The questionnaire for the first survey and the
observation grid were underwent peer validation. We
administered the questionnaire to a test sample of 12
teachers to check the clarity and precision of the
questions. As for the observation grid, we tested it in
class with 6 teachers. Following the teachers'
Genre
Teaching experience (in
years)
♀
♂
[0 – 5]
] 5 – 10]
10 <
%
71
29
22.5
32.5
45
1Bulgaria, Denmark, Germany, Spain, France, Italy, Latvia, Luxembourg, Hungary, Netherlands, Poland, Romania, Slovenia, Slovakia,
United Kingdom, Montenegro, North Macedonia, and Norway.

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comments, certain questions or sections of the
observation grid were reformulated or deleted.
Subsequently, both tools were submitted to our thesis
supervisors (experts) for a final validation.
3. RESULTS
3.1. SVT teachers' perceptions of their digital
skills
Figure 2. The distribution of average scores obtained for each domain of digital competence.
In terms of overall trend, we can say that 50% of the
respondents feel they have a good knowledge of
using ICT in connection with five domains of digital
competences: professional commitment, digital
resources, learning and teaching, learner
empowerment and developing learners' digital skills.
The least developed domain is that linked to the use
of ICT for the assessment of learning. In any case, it
is rare for a teacher to consider himself or herself an
expert in mastering of digital skills.
3.2. Teacher Training in ICT and Its Context
Figure 3. An overview of the state of teachers ICT
training.
Figure 4. The context of ICT teacher training.
The figure 3 shows that 20.7% of teachers have never
taken advantage of ICT training, and of those who
have, only 14% did so as part of continuous training,
mainly during university studies (36.36%), as self-
taught (28.93%) or during initial training at teacher
training centers (20.66%).
3.3. Teachers' level of satisfaction with their
digital skills
Regarding the level of teachers' satisfaction with
their digital skills, our sample is divided into three
groups of almost equal proportion. Thus, 1/3 of the
surveyed teachers were not satisfied with their digital
skills, while the remaining two-thirds were either
0,00
10,00
20,00
30,00
40,00
50,00
60,00
You are an expert
You have good
knowledge
You are getting by
You have no knowledge
professional commitment
digital resources
learning and teaching
assessment
learner empowerment
digital skills for learners
79,3
20,7
Yes No
36,36
28,93
20,66
14,05
During your university
studies
Self-taught, through
tutorials or personal…
During initial training at
teacher training centers
Ongoing training during
your teaching career

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satisfied or fairly satisfied.
Figure 5. Level of teacher satisfaction
3.4. The impact of distance ICT training on
digital skills
The results in figure 6 indicate that 70.2% of
surveyed teachers believe that distance training in
ICT would have a significant or major impact on
improving their digital skills. In contrast, 25.6% of
our sample felt that this kind of training would have
a low impact, or no impact at all. For 4.1% of the
same sample, they considering it to have no impact
at all.
Figure 6. impact of distance ICT training on digital
skills)
3.5. Teaching practices and digital skills
According to the results in figure 7 and figure 8, a
significant percentage of the teachers visited in class
(29.03%) do not use ICT in their teaching practices.
For teachers who have utilized ICT, the most
commonly used technological tools are the computer
and the data-show.
Figure 7: Teachers' use of ICT
Figure 8. Digital equipment used by the teachers
According to the results in figure 7 and figure 8, a
significant percentage of the teachers visited in class
(29.03%) do not use ICT in their teaching practices.
For teachers who have utilized ICT, the most
commonly used technological tools are the computer
and the data-show.
3.6. The use of ICT by teachers and the role
of the learner
Referring to the SAMR model, the results displayed
in Figure 9 indicate that 92% of the teachers in our
sample use ICT to perform the same task. For 8% of
our sample, ICT serves for improvement.
29,8
38,8
31,4
0,8
Dissatisfied
Quite satisfied
Satisfied
Very satisfied
4,1
25,6
53,7
16,5
Not at all
Very
little
Good
Very
good
70,97
29,03
Yes No
0
20
40
60
80
100
Computers
Data-show
SmartphonesTablets
Other

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Figure 9. The level of use of ICT by teachers
In relation to the learner's role when using ICT, the
diagram in figure 10 reveals that in 92.3% of cases,
the learner passively receives the information and in
7.7% of cases, they interact with the digital resource.
The learners manipulate the digital resource in only
4% of classroom visits conducted.
Figure 10. The learner's role in using ICT.
4. DISCUSSIONS
4.1. Life and earth sciences teachers'
perceptions of their digital skills
As mentioned earlier, the main aim of our research is
to assess the digital skills of life and earth sciences
teachers under the direction of Tetouan. With this in
mind, teachers in our sample express a cautious self-
assessment, stating that they have good knowledge,
without being experts, in five domains of digital
competences mentioned in the European framework
for teachers' digital competences. However, when it
comes to the domain of assessment, participants
consider themselves limited in using ICT to improve
their practices related to learning assessments.
Indeed, two-thirds of this sample express satisfaction
or relative satisfaction with their level of digital
skills. In the same sens, the results of a national
survey on pedagogical continuity and distance
learning during the lockdown period showed that two
out of three teachers surveyed were generally
satisfied with their distance learning, characterized
by massive use of ICT (Benkaraache Taoufik, 2020).
Furthermore, a study on the integration of ICT in
teaching showed that for a heterogeneous sample of
teachers working in schools (primary, middle and
high schools) not suffering from a shortage of ICT
infrastructure, that 86.2% of the surveyed teachers
stated they do not have sufficient or any skills to
integrate ICT into their teaching practices (Mastafi et
al., 2018). These results support our initial
hypothesis that the limited integration of ICT in the
92
8
8
92
100
100
perform the same task (substitution)
improve the task (increase)
to modify the task in depth (modification)
create new tasks (redefinition)
Yes No
92,3
7,7
4,0
7,7
92,3
96,0
Receives information (Passive)
Interacts with the digital resource (Active)
Manipulates the digital resource
Yes No

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teaching of life and earth sciences is related to
teachers' digital skills.
4.2. Teaching practices reveal a modest level
of digital skills
Teachers of life and earth sciences visited use ICT to
replace an existing non-digital tool in order to
perform the same task as before. Specifically, ICT is
utilized more as information tools rather than
learning tools, reducing learning to the transmission
of information, where the learner plays the role of a
passive receiver. This situation worsens when
teachers choose to use ICT to project summaries of
their courses.
In short, it appears that even though the laboratories
in the schools visited have digital equipment and
resources, a significant percentage of teachers
(29.03%) do not incorporate ICT in their teaching
practices. This finding aligns with the results of a
study on ICT integration in education, showing that
providing schools with digital resources alone does
not necessarily lead to their effective use (Maouni et
al., 2014). For the 70.97% of teachers who did use
ICT during our observation visits, it was more a
question of use than integration. For pedagogical
uses of ICT, teachers mainly use word processing
and presentation software such as Word, PDF and
PowerPoint; none of the teachers visited used
simulations or EXAO. The use of ICT is not scripted,
and takes place mainly in structuring situations
during the lesson. Indeed, the use of ICT is reduced
to a simple conversion of paper lessons to digital
lessons in the form of Word and PDF and their
presentation by PowerPoint. While these tools are
satisfactory in terms of ergonomics, adaptability to
school curricula and ease of access, they are far from
enabling the traceability of learning activities and the
development of learner autonomy. To explain this
reluctance to use and integrate ICT, life and earth
science teachers tend to limit the use and integration
of ICT for several reasons:
Firstly, the presence of defective digital equipment.
Indeed, the equipment most in demand by teachers is
the computer accompanied by the data-show. The
latter is characterized by the presence of a bulb with
a limited lifespan, and it is rare for the school to
replace it once the lifespan has run out, given its
price.
Secondly, the laboratories in the schools visited are
equipped with desktop computers, and the teacher
sometimes refuses to use them, given that the
majority of life and earth sciences lessons take place
in rooms far from the laboratory.
The third reason for this reluctance is teachers' lack
of training in the field of information technology,
since new technologies are in themselves a challenge
for teachers wishing to integrate them into their
teaching practices (Koehler & Mishra, 2008).
A fourth factor to explain this resistance is put
forward by Bibeau: according to him, teachers feel
disrupted by the changes brought about by
educational reforms, which is why they prefer to
maintain their habits of teaching practice (Bibeau,
2007).
Nevertheless, and in relation to the subject of our
study, it becomes evident that teachers' reluctance to
integrate ICT into their teaching practices is largely
due to their limited digital skills, which are not
sufficiently developed to ensure successful
integration of ICT. These digital skills enable them
to use ICT as a substitute for non-digital material, but
without a profound modification of their teaching
practices.
4.3. Distance continuing education for digital
skills
Faced with the upheavals in school curricula and
teaching approaches, it has become essential for
teachers to update their knowledge and professional
skills, hence the importance of continuing training
(Perrenoud, 1994). With this in mind, Morocco
launched the GENIE program in 2006/2013, aimed
at training the Ministry's teaching staff in
information and communication technology.
According to the 2013 annual report published by the
ANRT2 agency, the GENIE program has trained 70%
of Ministry of Education's teaching staff, but the
results of our survey showed that only 14% of our
sample had received in-service training in ICT. This
discrepancy between the percentage mentioned in
the report and that of our survey can be explained by
two factors: the first is that the GENIE program
2The National Telecommunications Regulatory Agency is the public institution responsible for the regulation and oversight of the
telecommunications sector in the Kingdom of Morocco.

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targeted all Ministry executives (primary and
secondary school teachers, administrative executives
and inspectors), whereas our study targeted teachers
only; the second factor is that our sample includes
only 43% of teachers whose seniority exceeds 10
years, and therefore could have benefited from the
GENIE training which ended in 2013. This situation
explains why a large proportion of our sample agrees
that distance training can improve their digital skills.
In the same vein, the results of a survey concerning
distance training on ICT showed that this training
helped 67.8% of teachers to integrate ICT into the
classroom (Mahdi et al., 2018).
The teachers in our sample expressed various needs
in terms of ongoing ICT training, indicating
disparities in their digital skills. The topics that
received more attention were digital content creation,
ICT integration and pedagogical scripting. In
response to these difficulties, we are proposing to set
up a distance training course aimed at developing
teachers' digital skills by integrating ICT into this in-
service training. In line with the proposed solution,
the results of a study on online in-service training
have shown that teachers are highly motivated to
benefit from distance in-service training, which gives
teachers great flexibility in terms of time and space
(Chekour et al., 2014), in fact a teacher can benefit
from online in-service training according to his or her
needs regardless of spatio-temporal dimensions.
CONCLUSION
This research has revealed that the level of mastery
of digital skills among the life and earth sciences
teachers surveyed is far from homogeneous. Thus,
teachers' perceptions of their digital skills are at odds
with their teaching practices. Indeed, life and earth
science teachers often have a limited vision of ICT,
seeing it primarily as a tool for presenting
information, rather than as an interactive and
stimulating pedagogical tool for learners. They often
lack planning in the integration of ICT, failing to
develop pedagogical scenarios that show how, when
and why to use digital resources in their classes.
In short, life and earth science teachers are aware of
the possibilities offered by the integration of ICT to
improve their teaching. However, the observation of
their teaching practices in the classroom revealed
that their digital skills are basic, offering them the
possibility of using ICT as a substitute for non-digital
material, without enabling them to significantly
improve their pedagogical act. In reality, it's the
teacher who uses ICT to facilitate the teaching task
(diversity of teaching aids, substitution of the
blackboard by the data-show), without considering
learning, as the learner in this situation is often a
passive recipient of information without the
opportunity to use or interact with ICT.
In the end, distance training seems to be a suitable
mechanism for providing continuing training aimed
at developing teachers' digital skills, by limiting the
cost of training, benefiting a larger number of
teachers, and there's nothing better in training than
getting involved hands-on; in our case, it's about
developing the digital skills of life and earth science
teachers by allowing them to use these skills
throughout the distance training program.
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