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Nowadays, we can notice that the integration of digital technology in the professional practices of teachers is becoming more and more widespread in the Tunisian education system. Nevertheless, there is a significant gap between the uses announced by the noosphere and the uses observed among Tunisian teachers. Our study aims to closely analyze the professional uses of ICT by primary school teachers in Tunisia while trying to assess the various factors associated with this use to understand the causes of these differences.

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the data sets are based on the original survey data, and Mahalanobis distance and cook's distance have been utilized for the normal distribution, and some items have been reversed for analyses.

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