An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom

An Examination of the Impact of Computer Skills on the Effective Use of ICT Indonesian Journal of EFL and Linguistics Vol. 2 No. 1, 2017 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom Az-eddine Khaloufi Moulay Ismail University, Meknés, Morocco Hicham Laabidi Sidi Mohamed Ben Abdellah University, Fes, Morocco e-mail: Abstract: The purpose of this paper is to examine the effect of computer skills on the successful integration of Information and Communication Technologies (ICTs) in Moroccan higher education institutions. Actually, the survival of these institutions in the expansion of modern technologies depends on their readiness to qualify professors and students to implement ICTs for educational objectives. Because of the significant role that computer technologies play in today’s job markets, higher education institutions are required to provide the most appropriate learning and teaching conditions for both professors and students to make effective use of these new technologies within classroom practices. The findings revealed that teachers consider ICTs very essential in their teaching. However, there are low levels of computer technology integration in teaching processes. This lack of computer technology use in instruction is attributed to several factors. One of these various factors is teachers’ computer skills. It has been found that there are statistically significant differences between professors’ use of ICT with respect to their computer skills, F (4,158) = 32.776, p<0.05. Keywords : computer skills, Information and Communication Technologies, higher education institutions, classroom practices Indonesian Journal of EFL and Linguistics, Vol. 2 (1), 2017 53 An Examination of the Impact of Computer Skills on the Effective Use of ICT 1. INTRODUCTION It is apparent that computer technology has become an important part of our daily lives. “Whether or not we touch a computer, it is almost impossible to escape its daily influence on us; from speedy information transmittal, printouts, and receipts, to control of lights and temperature of our workplaces” (Deaton, 1990,p.1). If schools and universities tend to prepare learners for today’s job market, they should encourage the integration of computer technologies into the curriculum (Soine, 1996). If these educational institutions are not utilizing ICT, they are neglecting a significant portion of their learners’ environment (Cummings, 1998). In fact ,“ convergence of the economic necessities called into question the effectiveness of the educational system to prepare the future workforce with adequate amounts of human capital ( knowledge, skills, and dispositions) to compete in world markets and economies” (Hornbeck & Salamon, 1991,p.65) Therefore; teachers, in this information technological age, should know both the subject matter they instruct and the different effective ways this subject matter may be changed using computer technologies (Misha & Koehler, 2006). They are required to develop sufficient knowledge about technologies such as computers, the Internet and digital videos. This knowledge should incorporate how to install and remove several significant software programmes. In other words, they are required to master the necessary skills to operate different software tools especially word processors, Internet browsers, spreadsheets, and email (Mishra & Koehler, 2006). This is due to the fact that there has been a shift from a focus on information transmission through books and chalk to a concentration on information processing via computers and the internet (Barker, 1994). Numerous studies have indicated that there is a strong positive correlation between students’ achievements and the use of ICT in the classroom. Schacter (1999) carried out a meta-analysis of more than 700 research studies done within the state of West Virginia with samples of learners who had access to several kinds of technologies in their learning. He claimed that the targeted students showed “positive gains in achievement on research constructed tests, standard tests, and national tests” (p.9). Schacter’s feedback reinforced the necessity for instructors to include technology into the educational environment. Similarly, Waxman, Connell, and Gray (2002) conducted a research study which reviewed both quantitative and quasi-experimental research publications from 1997 to 2002 related to the influence of computer technology on learners’ achievement. They found that the implementation of ICT within classroom practices has positive effects on students’ learning. Prensky (2001) stated that technology has changed education especially the learner. The student of the 21st century has directly been affected since “ they are used to the instantaneity of hypertext, download music, phones in their pockets, a library on their laptops, beamed messages and instant messaging” (Presnsky, 2001, p.4). According to Matusevich (1995), technology has restructured the whole process of learning and teaching in the sense that it has helped students to reshape their learning strategies. Indonesian Journal of EFL and Linguistics, Vol. 2 (1), 2017 54 An Examination of the Impact of Computer Skills on the Effective Use of ICT Bull (2005) stated that computer technology integration could help learners develop their thinking skills and creative abilities in the sense that they have access to more technological tools outside of educational institutions than inside schools. This shift “is largely occurring outside of schools, however with little integration in the curriculum within school walls. Despite progress, use of these technologies by students within schools remains limited, largely confined to visits to school laboratories on special occasions” (Bull, 2005, p.11). Actually, there is an increasing tendency among students to make use of several different technological devices to generate content (Lenhart, Simpson and Graziano, 2001). So, educators cannot overlook the imperative necessity to integrate these technologies within their classrooms (Bates, 2006; Chamblis, 2003; Fox, 2007; Obler & Schiorring, 2002; Falmer, 2012; Thang, et al., 2016; Ganapathy, et al., 2017). 2. LITERATURE REVIEW Firstly, it is must be admitted that there is little agreement among researchers on an exact definition of computer experience (Thompson et al., 2006). Thompson et al. (2006) stated that computer experience refers to the habit of making use of technological instruments and the development of “the skills and abilities that one gains through using a technology” (p.43). Individuals’ experience with computers can be measured based on some important criteria such as ownership of a computer, type of computer training, years of use and the frequency of utilizing computer technology (Potosky & Bobko, 1998). In this context, it is vital to note that Marquie, Thon & B (...truncated)