ICT, Physical Sciences, High School, Simulation, Experiment
On account of the importance of (ICT) Information communication technologies as the most essential catalyst for improvement, the Moroccan education system is in a quest to integrate Information and Communication Technologies in Education (ICT) to catch up with outperforming societies in this field. The aim of this study is to measure the integration rate of ICTs by secondary high school teachers of physical sciences and the barriers to the successful integration, and to evaluate the impact of introducing ICT in the teaching of physical sciences. To conduct this study, we established a questionnaire for 100 high school teachers working in the Casablanca-Settat region. We also evaluated the results of 300 students in 10th grade high school in the Casablanca-Settat district, during a lesson on electric tension which was presented to them in normal course for a 1st group, by introducing a simulation for the 2nd group and by introducing an experiment for a 3rd group chosen in a homogeneous way. The test results have shown that there is an improvement in the acquisition of skills in these students after attending classes by digital resources. However, the course presented with an experimental approach showed the best results. The experience also revealed a reduction of the teacher’s task, a strong motivation of the students and an increase in interactions within the class group.