Details of Multidimensional Analysis of the Integration Factors of ICT in Education: Case Study through the Moroccan GENIE Program

With the aim of ensuring scientific dissemination that we describe the English version of our article
published in French in ESJ [1]. This article focuses on the integration of ICT in high-school level within
the framework of teaching of Life and Earth Sciences (SVT in French). The experimentation was
conducted with a sample of 112 Moroccan teachers from the region of Fez-Boulemane, who
responded to a questionnaire of 16 modalities related to the availability and the use of ICT tools, the
educational management of ICT in class, and the trainings and competencies of the teachers in ICT
and computing. In order to make an original contribution to the study of the integration of ICT, we
adopted a multidimensional analysis in the treatment of the answers of the teachers. Thus, thanks to a
Factorial Analysis of Multiple Correspondence (FAMC), we could take account of the links which exist
between the various modalities of our questionnaire to get to identify the most discriminating factors in
the integration of ICT, according to their order of importance. The results of this analysis led to three
factorial axes cumulating an absolute inertia of 70%, respectively representing «the pedagogical
contribution and the fundamental conditions of a successful integration of ICT», «the advanced
competencies in ICT and computing» and «the difficulties of using ICT in class». These axes, in this
hierarchy, ultimately represent the most discriminating factors for a successful integration of ICT.