Browsing by Author "Chib, Amina Djazia"

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    Examining digital proficiency of pre-service teachers in Algeria
    (University of Oum El Bouaghi, 2024) Chib, Amina Djazia; Zine, Younes
    This text examines the digital competence of pre-service teachers in Algeria. It highlights the importance of developing digital skills among aspiring educators, as they play a crucial role in shaping the future of learning and integrating technology into the classroom. The study employed a mixed-methods approach, including surveys and interviews, to assess the digital proficiency levels of pre-service teachers across Algeria.The findings reveal varying levels of digital competence among the participants, with some exhibiting strong digital skills and others demonstrating more limited roficiency. Key factors influencing the development of digital competence were identified, such as access to technology resources, the quality of digital training in teacher preparation programs, and individual motivation. The study emphasizes the need for more comprehensive and tailored approaches to fostering digital competence, ensuring that all future educators are equipped to leverage technology effectively in their classrooms.
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    The Use of ICT and hybrid teaching in support of active pedagogies: case of higher education teacher researchers of the Algerian University
    (University of Oum El Bouaghi, 2021-12-31) Chib, Amina Djazia
    The rapid progress of information and communication technology is one of the most important driving factors for the transformation of human society. The main impact of ICT and hybrid education is reflected in improving teacher qualifications, changing educational structures and creating learning opportunities. Increasingly integrating learning, improving the quality of education and improving teaching skills. As part of the research, an online questionnaire was sent to university professors and lecturers in several universities in Algeria to show how they use ICT to support active pedagogical volunteers Participants’ descriptive data (n 120) are analyzed and then supplemented by principal component analysis to clarify the relationship between the selected variables. Algerian university teacher-researchers regularly use ICT, most of them are limited to a simple use of ICT but the majority of them who use it effectively are those who have benefited from training on ICT and pedagogical practices.