Anda di halaman 1dari 3

Conference ICL2009

September 23 -25, 2009 Villach, Austria

CITI: Experience in introducing ICT into Middle School

education in Morocco
Kevin Smith, Hassan Darhmaoui, Khalid Loudiyi, Fouad Berrada, Aziz
Berrado, Violetta Cavalli-Sforza, Abdelghani El Asli, Ahmed Legrouri, Faouzia
Messaoudi, Abdelkarim Ouardaoui, Khalid Sendide
Al Akhawayn University in Ifrane

Key words: competence building, IT based education, math and science education,
Arabic education

We have completed a 3 year project, sponsored by the Korean KOICA agency, to
develop competencies, resources and tools for mathematics and science education for
use by middle school students and teachers in Morocco. The results have been
encouraging both in terms of increased student performance and teacher involvement
and appropriation of the ICT based approach.

1 Background
In general, the level in mathematics and science of a large proportion of Moroccan students in
middle school and high school has been below expectations. Moroccan eighth-graders, for
example, have performed below the international average [1, p. 18]. Statistics also show that a
large portion of Moroccan students do not make it to higher education. These facts combined
have led to the research grant sponsored by the Korean International Cooperation Agency
(KOICA)[2], with the aim of the improvement of overall education in Morocco, and in
particular improvement in the use of Information and Communications Technology.
The Center for Information Technology Innovation (CITI) for Human Development, at Al
Akhawayn in Ifrane (AUI) is exploring how IT based education could improve both
motivation and performance of students in middle school and high school[3]. We have
completed a 3 year project to develop competency and useful IT-based instructional materials
for Moroccan Junior High (college) level mathematics and science instruction, as a
foundation for the larger project of improving and assisting primary and secondary education
in Morocco. This paper describes the approach used and results achieved in improving
motivation and performance of students as well as teachers.
Contextual specifics making this study interesting have included an environment where
almost no use of ICT had been practiced before, an almost complete lack of preexisting ICTbased resources for math and science in the Arabic language, and a comparison of results in
two very different institutions: a small rural school, and a larger school in a major city.

2 Structure

Participants and facilities

ICL 2009 Proceedings - Page 424


Conference ICL2009

September 23 -25, 2009 Villach, Austria

The CITI center is hosted at AUI. Participants in the development work have included 10 AUI
faculty members in different scientific disciplines, 6 technicians employed by CITI, 28 middle
school science instructors and inspectors from two different pilot schools in different cities,
and a representative of the Ministry of Education. Equipment for the project has included a
development laboratory and studio at CITI, and six multimedia classrooms in schools.

Structure of the study

There were 3 phases to the study undertaken. The first phase consisted of preparing the
platform (based on Joomla) [4] and the instructors, who were new to the use of ICT in
teaching. Training included use of Powerpoint, Flash animations, interactive exercises, film
sequences, virtual experiments, video sequences, educational games, etc.
The second phase focused on developing material to be used in middle school mathematics,
physics, and earth and life sciences. These materials were developed by the teachers in the
different disciplines, were validated and reviewed by AUI faculty, and were passed to CITI
technicians for implementation of advanced material. The material produced was then
reviewed again by teachers and faculty, and added to the system. Monthly training meetings
were held at AUI and in the schools to bring together teachers from the different schools to
review materials already produced and to improve techniques for producing materials.
In the third phase, the course material was used in an applied classroom setting. In each
school and each discipline, a single teacher taught one group of students using the ICT-based
approach and a second group in the traditional manner. Both groups were randomly selected
and included 20 students. The results of each group were tracked and compared.

3 Results
The results of the study were measured in terms of quantitative and qualitative indicators
which demonstrated positive impact in the following areas: competence and motivation for
working with ITC of the teachers involved in the study, support infrastructure at CITI for
development of usable materials, use of ITC materials by students, learning by students using
the materials, and availability of materials for wider dissemination. There were, as expected,
obstacles and lessons learned from this project that are also presented here.
A follow-on project has been initiated at a national level, where CITI will continue to serve in
development of high school level instructional materials, and as one of several training
centers for teachers around the country.

[1] Mullis, I.V.S, Martin, M.O, and Foy, P, International Report on Achievement in the Mathematics
Cognitive Domains, TIMSS and PIRLS International Study Center, Boston College, Chestnut
Hills, MA, 2005.
[2] Korea
Together,, May 2009
[3] K. Smith, H. Darhmaoui, C. Alaoui, A. Bensaid, F. Berrada, A. Berrado, O. Driouech, A. El Asli, A.
Legrouri, K. Loudiyi, F. Messaoudi, F. Mouline, A. Ouardaoui, K. Sendide , Bringing Information
Technology to Middle School Instruction in Morocco, Proceedings of the 2008 International Conference on
Technology in Education (Inted 2008), 3-5 March 2008. Valencia, Spain.
[4] Center for IT Innovation,, May 2009

ICL 2009 Proceedings - Page 425


Conference ICL2009

September 23 -25, 2009 Villach, Austria

Contact Author(s):
Kevin Smith
Al Akhawayn University, School of Science and Engineering
Avenue Hassan II, Ifrane 53000, Morocco

ICL 2009 Proceedings - Page 426