Authors : Dr. Faly Tinasoa Andrianandrasanirina; Volatiana Freda Ralimampionona; Ratsimbazafy

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/84ue4yjw

Scribd : https://tinyurl.com/58923452

DOI : https://doi.org/10.38124/ijisrt/26apr556

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : In order to ensure a sustainable and effective educational and teaching solution, we must focus on improving the education systems in Madagascar. This involves creating the structures through which education systems and curricula can be continuously updated; schools must be able to draw not only on education systems and curricula, but also on teaching materials – including digital resources – that are appropriate and consistent, adapted to the challenges of modern-day teaching, and capable of evolving alongside society. Today, technology plays a major role in our lives. The use of ICT has social, cultural and economic implications. Thanks to ICT, many societies have become knowledge- and information-based societies (modern societies). These digital societies, powered by technology, offer citizens a wide range of opportunities in areas such as commerce, healthcare, education and so on. In Madagascar, the dramatic expansion of the information and communications network and its impact on society are forcing educational institutions to recognize a new reality that could lead to significant changes in teaching methods. In fact, the ability to instantly find information, communicate, interact and collaborate without the constraints of time and space, and to learn anytime and anywhere via electronic means, has created, in the current Malagasy context, a virtual environment that competes directly with the traditional school environment. The constant advancement of technology, as well as of educational theories concerning learning and teaching, necessitates the immediate and ongoing adaptation of teacher training. In this era of digitalization in education, it would be absurd to exclude digital teaching materials. Thus, based on the survey we conducted amongst physics teachers, we sought to examine the relationship between the practices and attitudes of physics teachers regarding the use of information and communication technologies (ICT) in the design of teaching materials by themselves, and their relevant training. Teachers’ familiarity with ICT due to personal involvement, the limited availability of suitable and free training, the disconnect between the theoretical training provided and real classroom conditions, as well as teachers’ keen interest in creating teaching materials, are some of the findings of our survey. These findings lead us to a different conception of the role of teacher training in the field of ICT.

Keywords : Educational Use of ICT, Teaching Materials, Training; Teachers, Integration of ICT; Education.

References :

1. BECTA. ImpaCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. London, 2002: BECTA ICT Research.
2. BECTA. The BECTA review 2006. Evidence on the progress of ICT in Education. London, 2006: BECTA ICT Research.
3. Galisson, R. January. “A new teacher, new tools”. In: Pecheur (ed.), “Methods and methodologies”, Le Français Dans Le Monde, Special Issue, 1995, pp. 70 – 78.
4. 9- Vagkelatos, A., Foskolos, F. and Komninos, Th. Interactive whiteboards in education. In Proceedings of the 5th Congress of Computer Science Teachers, “Computer science in primary and secondary education. The role of the computer science teacher in the “New School””, 2011, (p. 207 – 214, in Greek).
5. BROUSSEAUGuy,‘The Didactic Contract: The Context’, Research in Mathematics Education, France, La pensée sauvage,  1990, pp. 309–336.
6. JEFFREY Denis et al., ‘Law and Ethics in the Teaching Profession’ in Guidelines for Teachers’ Professional Ethics, Québec, Presses de l’Université de Québec, 2009, pp. 75–91.
7. Vosniadou, S. and Kollias, V. Information and communication technology and the problem of teacher training: Myths, dreams and harsh realities. Themes in Education, 2(4), 2001, P 341 – 365.
8. Muir – Herzig, R. – G. Technology and its impact in the classroom. Computer and Education, 42, 2004, P 111 – 131.
9. Mitsiopoulou, O. and Vekyri, I. Personal and school factors influencing the use of ICT in the classroom by teachers in Greek primary education. In V. Komis (ed.), Proceedings of the 2nd Panhellenic Colloquium “ICT in Education”, 2011,  (pp. 545–554, in Greek). Patras: New Technologies Publishing House.
10. Mitsiopoulou, O. and Vekyri, I. Personal and school factors influencing the use of ICT in the classroom by teachers in Greek primary education. In V. Komis (ed.), Proceedings of the 2nd Panhellenic Colloquium “ICT in Education”, 2011,  (pp. 545–554, in Greek). Patras: New Technologies Publishing House
11. Jewitt, C. Teachers’ Pedagogic Design of Digital Interactive Whiteboard Materials in the UK Secondary School. Designs for Learning, I (1), 2008, P 42 – 54.