nd students have to cope with this situation in the hope of catching up one day!

Limitations/ Shortcomings

1- Compared to the total number of teachers, those who sometimes manage to integrate ICT in their classes are few and those who really master the tools and use integration properly are even fewer.
2- Among the few who integrate ICT in their teaching practices, rare are those who share their experience with the others, give feedback or work in collaboration with others.
3- Commun

In many developing countries, huge efforts are being deployed in providing schools with the necessary computing equipment, mainly computers connected to the Internet, printers, webcams and smart boards. It goes without saying that not all schools have the same opportunities and priorities; the focus is rather on those called “Excellence” or Pioneer” institutions where the teaching staff is of “the highest quality” and the students are “the most intelligent, the most performing and the most motivated” in their countries. Both teachers and students usually comply with “high standard criteria”. The introduction of High Tech equipment with all the benefits brought about makes the gap between these “lucky” schools and the others wider and much more significant.

“Ordinary” schools are left behind with very little or no access to New Technologies. They still struggle to overcome very poor conditions: overcrowded classrooms, shortage of equipment, “second class” staff and absence of recreational activities. Even when computers are provided, they are usually stored in their packing cases for different reasons: either the unavailability of space, the reluctance of the headmaster, the disinterest of teachers, or the absence of follow-up…The reason can be as simple as the fear of change or the feeling of hopelessness. In schools integrating ICT, special training is provided to the teaching staff as a means of improving the quality of learning and teaching as well as students’ proficiency. Assistance and follow-up in the field of ICT integration are ensured by well-trained specialists. Teachers demonstrate great motivation and willingness to use the appropriate tools and software offered by the Information and Communication Technologies to teach and to produce interactive contents and create collaborative projects aimed at both teachers and students.

In “ordinary” schools, only “ordinary” pedagogical training is offered and the implementation of the curriculum doesn’t really take into account the new changes introduced thanks to ICT. Teachers and students have to cope with this situation in the hope of catching up one day!

Limitations/ Shortcomings

1- Compared to the total number of teachers, those who sometimes manage to integrate ICT in their classes are few and those who really master the tools and use integration properly are even fewer.
2- Among the few who integrate ICT in their teaching practices, rare are those who share their experience with the others, give feedback or work in collaboration with others.
3- Commun

ries. Both teachers and students usually comply with “high standard criteria”. The introduction of High Tech equipment with all the benefits brought about makes the gap between these “lucky” schools and the others wider and much more significant.

“Ordinary” schools are left behind with very little or no access to New Technologies. They still struggle to overcome very poor conditions: overcrowded classrooms, shortage of equipment, “second class” staff and absence of recreational activities. Even when computers are provided, they are usually stored in their packing cases for different reasons: either the unavailability of space, the reluctance of the headmaster, the disinterest of teachers, or the absence of follow-up…The reason can be as simple as the fear of change or the feeling of hopelessness. In schools integrating ICT, special training is provided to the teaching staff as a means of improving the quality of learning and teaching as well as students’ proficiency. Assistance and follow-up in the field of ICT integration are ensured by well-trained specialists. Teachers demonstrate great motivation and willingness to use the appropriate tools and software offered by the Information and Communication Technologies to teach and to produce interactive contents and create collaborative projects aimed at both teachers and students.

In “ordinary” schools, only “ordinary” pedagogical training is offered and the implementation of the curriculum doesn’t really take into account the new changes introduced thanks to ICT. Teachers and students have to cope with this situation in the hope of catching up one day!

Limitations/ Shortcomings

1- Compared to the total number of teachers, those who sometimes manage to integrate ICT in their classes are few and those who really master the tools and use integration properly are even fewer.
2- Among the few who integrate ICT in their teaching practices, rare are those who share their experience with the others, give feedback or work in collaboration with others.
3- Commun

are provided, they are usually stored in their packing cases for different reasons: either the unavailability of space, the reluctance of the headmaster, the disinterest of teachers, or the absence of follow-up…The reason can be as simple as the fear of change or the feeling of hopelessness. In schools integrating ICT, special training is provided to the teaching staff as a means of improving the quality of learning and teaching as well as students’ proficiency. Assistance and follow-up in the field of ICT integration are ensured by well-trained specialists. Teachers demonstrate great motivation and willingness to use the appropriate tools and software offered by the Information and Communication Technologies to teach and to produce interactive contents and create collaborative projects aimed at both teachers and students.

In “ordinary” schools, only “ordinary” pedagogical training is offered and the implementation of the curriculum doesn’t really take into account the new changes introduced thanks to ICT. Teachers and students have to cope with this situation in the hope of catching up one day!

Limitations/ Shortcomings

1- Compared to the total number of teachers, those who sometimes manage to integrate ICT in their classes are few and those who really master the tools and use integration properly are even fewer.
2- Among the few who integrate ICT in their teaching practices, rare are those who share their experience with the others, give feedback or work in collaboration with others.
3- Commun

ation are ensured by well-trained specialists. Teachers demonstrate great motivation and willingness to use the appropriate tools and software offered by the Information and Communication Technologies to teach and to produce interactive contents and create collaborative projects aimed at both teachers and students.

In “ordinary” schools, only “ordinary” pedagogical training is offered and the implementation of the curriculum doesn’t really take into account the new changes introduced thanks to ICT. Teachers and students have to cope with this situation in the hope of catching up one day!

Limitations/ Shortcomings

1- Compared to the total number of teachers, those who sometimes manage to integrate ICT in their classes are few and those who really master the tools and use integration properly are even fewer.
2- Among the few who integrate ICT in their teaching practices, rare are those who share their experience with the others, give feedback or work in collaboration with others.
3- Commun

nd students have to cope with this situation in the hope of catching up one day!

Limitations/ Shortcomings

1- Compared to the total number of teachers, those who sometimes manage to integrate ICT in their classes are few and those who really master the tools and use integration properly are even fewer.
2- Among the few who integrate ICT in their teaching practices, rare are those who share their experience with the others, give feedback or work in collaboration with others.
3- Communication between ICT stakeholders in different schools and different regions is uncommon, hence the difficulty of leaning about best practices.
4- The assistance and training provided are insufficient due to the limited number of competent ICT trainers.
5- Teachers usually complain about the non-cooperation of their school principals in matters of ICT integration.
6- Accessibility to computer labs/ rooms is not timetabled; it lacks organization.
7- The absence of follow-up in relation with the adequate use of ICT equipment at schools. 8- As computers constitute a novelty in many a school, some pupils do not handle them with the due care and maintenance costs prove a heavy burden on the school’s budget.

Recommendations and remedies

1- The need of an ICT training program in harmony with the curriculum and along with the teachers’ in-service training.
2- The need of explicitly stating the integration of ICT in teaching in the official program in terms of its objectives and scenarios of implementation.

3- More involvement and commitment on the part of all the parties concerned as far as the promotion of ICT developments throughout schools.
4- The nomination of ICT coordinators/ counselors in schools whose task will be to facilitate and organize the implementation of ICT integration.
5- Need of feedback on the part of the teachers integrating ICT. Reports and ICT-based lesson plans should be published on the Net in order to disseminate best practices.

6- Making best use of the teachers who have developed higher levels of expertise in using ICT. 7- Reinforcement of assistance and follow-up.

Conclusion:

That said, we praise the great efforts already made in integrating ICT in schools in developing countries and we do hope the future will be brighter for the schools where very little has been done and where students and teachers deserve more opportunities.