Identification of Learning Gaps and the Integration of ICT in Distance Educational Support Practices: Realities and Perceptions of Secondary School Life and Earth Sciences Teachers

Abstract

This study examines the practices of teachers in detecting distance-learning gaps in students in life and earth sciences at the secondary level. It also explores their mastery and perceptions of educational technologies used for distance pedagogical support. The results could extend to higher education and feed into continued professional development programs for human resources, in order to optimize the effective use of technologies in distance teaching and learning practices. To this end, we administered a closed questionnaire to a qualitative sample of 80 SVT teachers representing the provincial directorates of Salé, Kenitra and Sidi Slimane. This questionnaire was disseminated on the Internet (closed groups of SVT teachers of the qualifying cycle via WhatsApp, Facebook) with the application Google forms.  The results of this study show that despite the large number of teachers who have the technical means and basic level of mastery of ICT tools, the use of these tools remains modest in the practices of diagnosis of learning gaps of learners; it reduces the effectiveness of remediation and significantly alters the improvement of learning.

Keywords: Pedagogical support, Learning gaps, ICT, Distance learning.

Classification JEL: I20, I21, I24

Paper type: Empirical Research