An Examination of Moroccan EFL Teachers' Use of Digital Tools in the Classroom: The Case of Teachers and School Related Factors

Abstract

The aim of the present study is to examine the extent to which teachers’ attitudes and beliefs, access, training, and support influence the integration of computers in the classroom. Since this study deals with the variables that affect the incorporation of computers in the classroom, a cross-sectional research design was adopted to describe the relationship between those variables. A questionnaire was administered to 61 Moroccan high school teachers of English. The results of this study illustrate that teachers’ beliefs and attitudes did not seem to be an obstacle because the vast majority of teachers have positive attitudes towards computer use in the classroom; (b) access to computers and technological tools was found to be the most factor that stopped teachers from using computers in the classroom; (c) in addition, training was explored to be another factor that affects the integration of computers. A very small minority of teachers reported that they were offered training opportunities; (d) this study continued to prove that support was another obstacle to computer use. Most teachers reported the absence of technical support to fix technical problems by the school system.