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العدد 14 جوان 2011 N°14 Juin 2011


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One of the key successes in university education reform process is the link between ICT and methodological strategies for teaching and learning. Nowadays, nobody doubts the integration of ICT in the learning process. In university context, for instance, ICTs are very relevant because it is expected that they encourage a culture of self- and lifelong- learning. Moreover, ICTs are crucial for achieving not only these goals, but also for enabling freedom of expression and communication.

There is no best way to learn a foreign language. This is because learners vary both in how they learn and what they need and want to learn. It follows therefore that ICT do not perform magical results in teaching. However looking at the current ways of language teaching, and at the future teaching strategies, there are a number of key roles that ICTs have the potential to fulfil in teaching and learning.

My paper was built on a theoretical base which was developed specifically to account for the mediating impact of ICT on teaching and learning.

After briefly defining and introducing the different types that ICT encompasses, along with some of their benefits; my paper will then focus on the impact of ICT on education. ICT can be used in education in two different ways: as a subject (learning to use ICT) and as a tool (using ICT to learn). The use of ICT is seen as supporting a shift from teacher-centric to learner-centric education, an important learning in research and higher education. However, the marriage between higher education and ICT cannot be celebrated on an infertile ground. This brings me to the next point, i.e. the different barriers that prevent effective ICT use and integration.

My paper will also offer background research findings about the current state of ICT in Sétif. Results obtained will show teachers’ accessibility to ICT equipment, knowledge, use, integration, training needs, attitudes towards ICT and obstacles. I will end up with providing some recommendations and substantial solutions for teachers and policies.


من أهم ألطرق الناجعة لا نجاح عملية الإصلاح بالتعليم الجامعي  هي الدمج بين تكنولوجيا المعلومات والاتصالات والاستراتيجيات المنهجية للتعليم والتعلم. في أيامنا ﻫﺫه، لا أحد يشك في ايجابيات دمج تكنولوجيا المعلومات والاتصالات في عملية التعلم. في الجامعة، على سبيل المثال، تكنولوجيا المعلومات والاتصالات ذات أهمية بالغة لأنه من المؤكد أنها تشجع ثقافة التحصيل الذاتي والتعلم مدى الحياة. تكنولوجيا المعلومات والاتصالات ذات أهمية كبيرة ليس فقط لتحقيقها هذه الأهداف،   وإنما أيضا من أجل تمكين حرية التعبير والتواصل.
ليس هناك أفضل طريقة على الإطلاق  لتعلم لغة أجنبية وذلك لأن طرق التحصيل تختلف من إنسان لآخر بالإضافة إلى ذلك فأن تكنولوجيا المعلومات والاتصالات لا تؤدي إلى  نتائج سحرية في التدريس.    
يتناول ﻫﺫا المقال قسما نظريا يوضح تأثيرات تكنولوجيا المعلومات والاتصالات في وسط التعليم والتعلم ويعرض أنواعا مختلفة لها، بالإضافة إلى   بعض فوائدها. يمكن استخدام تكنولوجيا المعلومات والاتصالات في التعليم بطريقتين مختلفتين: كموضوع (التعلم لاستخدام تكنولوجيا المعلومات والاتصالات)، وكأداة (باستخدام تكنولوجيا المعلومات والاتصالات لاكتساب ا لمعرفة). إن التزاوج بين التعليم العالي وتكنولوجيا المعلومات والاتصالات لا يحول دون  أرضية خصبة بعيدة كل البعد عن مختلف الحواجز التي تعرقل الاستخدام الفعال  لهته الأخيرة
أخيرا وليس أخرا يتطرق ﻫﺫا المقال إلى دراسة  الحالة الراهنة لتكنولوجيا المعلومات والاتصالات في جامعة سطيف. النتائج التي تم الحصول عليها سوف تظهر استعمال أو عدم استعمال  الاساتدة   لمعدات تكنولوجيا المعلومات والاتصالات  و ﻛﺬا العقبات التي يمكن أن تواجههم. وسوف ينتهي المقال بتقديم بعض التوصيات والحلول للمعلمين والسلطات العليا.                   


The Algerian framework of university degree is currently under reform with the traditional system, modelled on the French structure, to be gradually replaced by what is so called the LMD system (Licence, Master, Doctorat). This system is being undertaken as a pilot project at many Algerian universities, which are working in consultation with many European universities.

One of the LMD chief purposes is to place the student at the centre of the educational process, i.e. it is a student centred system. Being credit based, the LMD requires drastic changes in the way courses are designed, taught and assessed. It also requires that the young generation of graduates will be equipped with new skills, knowledge, good attitude and lifelong learning opportunities for life in the digital age.

Taking the University of Sétif (which is planning to adopt the LMD system) as an example, I venture to say that most Algerian universities have a long way to go if they are desirous of upgrading their current facilities so as to assure the best utilization of new modes of research, teaching and learning through ICT. It was only in 2003 that the English department in Sétif was hooked to the internet to be deprived from this privilege five years later. Moreover, at this age and time, many teachers are still not yet computer literate. Not able to even use the internet for basic functions of sending and receiving e-mails, to name few. Even among those who claim to be computer literate, including myself, our knowledge of the various ICT applications is limited. This limitation is due to the absence of formal training in general ICTs application.

In a world of digital interests, there is a need for an urgent change in the mode of teaching and research; a change that will accord Algerian academics self-confidence in the use of ICTs. However, I must admit that some teachers are already well versed in ICT applications in their teaching and research somewhere else. But still the number is so small that it cannot make the positive impact normally envisaged.

There are a host of ICT applications for research, learning and teaching in my field of specialization. But I cannot avail myself of these opportunities because of the lack of education in this area. Just like me, many teachers are not abreast with the dynamics of the rapid changes in research and teaching because of ICT. This has become the case because some of us have not had the chance to educate ourselves in the application of these technologies. And if ICTs in reality have the abilities of upgrading our teaching and research, then any delay vis-à-vis its usage is detrimental to the learners we handle and Algeria’s overall development.

In this paper I will present the real context in which the problematic of using ICT is a contemporary necessity for our future. In section one, I will dive deeply in literature and provide some of the different types of ICT and their potentials. The integration of ICT will certainly make a deep impact on perspectives about teaching, learning and education in general. These aspects are dealt with in section two.

Section three will highlight some of the barriers and limitations that are present everywhere and that stand against the reform ‘ICT’.

In section four I will deal with many pertinent problem issues and questions forming the origins of my research problem. Next, I will outline the context of my case study; this includes the description and justification of the data collection method, together with an account of the procedures for analysing data. Finally, I will discuss conclusions on the findings of the subject research aspects, and make some suggestions for teachers and policies.

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[En ligne] ارشيف مجلة الآداب والعلوم الاجتماعيةArchive: Revue des Lettres et Sciences Sociales العدد 14 جوان 2011N°14 Juin 2011
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Date Publication Sur Papier : 0000-00-00,
Date Pulication Electronique : 2012-06-14,
mis a jour le : 15/06/2012,