Using ICT in Moroccan Schools: From Traditional to Innovative Practices

This contribution aims to propose the preliminary elements of an innovative model for the ICT’s pedagogical integration in Moroccan context. The development of this theoretical model is based on fieldwork that was carried out over two distinct phases of experimentation: an exploratory phase was intended for a representative sample of 160 natural sciences teachers of Fez-Meknes Regional Academy, and an analytic phase dealing with the paths that have been taken by 11 teachers who had the ability to innovate their pedagogical practices. This case study carried out through the biographical method allowed to identify a theoretical model which is related to the Moroccan context, and which encompasses both the different stages of appropriation of ICT in teaching practice and the factors involved in pedagogical innovation.