American Journal of Engineering Research (AJER) 2013 www.ajer.us Page 145 American Journal of Engineering Research (AJER) e-ISSN : 2320-0847 p-ISSN : 2320-0936 Volume-02, Issue-05, pp-145-150 www.ajer.us Research Paper Open Access ICT Practice in Morocco’s innovative teachers Ahmed Lablidi, Brahim Nachit, Abdelmjid Abourriche, Abdelwahed Namir, Mohammed Talbi 1 The National Center of Educational Innovation and Experimentation (NCEIE) TVI. Av. Mehdi Ben Barka. Souissi.1200 Rabat. 2 Laboratory of Information Technology and Modeling (LTIM), University Hassan -II- Mohammedia, Casablanca, Morocco. 3 Observatory for Research in Didactics and University Pedagogy (ORDUP), University Hassan -II- Mohammedia, Casablanca, Morocco. 4 College of Sciences Ben M'Sik, University Hassan II-Mohammedia, Casablanca, Morocco. Abstract: The integration of Information and communication technology (ICT) in Moroccan schools forms one of the strategic levers of Ministry of National Education (MNE) to improve the quality of teaching and learning. Thus, the training teacher actions to the use of ICT in the classroom, the creation of institutional structures and the introduction of incentives for innovation in ICT accounted for the actions taken by the MNE to support teachers and help them to appropriate ICT tools and using them in their courses. Some teachers have more or less successful betting. This observation led us to question ourselves about the integration process of ICT which enabled them to distinguish themselves from the masses. The laid hypothesis is that the ICTs appropriation and their use in teaching practices is the result of a process that is located on a continuum ranging from non-use of ICT in their regular use. Keywords: ICT, appropriation, innovation, ICT integration, innovative teachers I. INTRODUCTION The ICT enter the world of education and work. Their use requires knowledge, new skills and therefore the development of other routines in teaching and learning. Consequently, needed efforts are to deploy training capable persons to raise the innovation challenge that can negotiate the turn of the desired change. Thus, the Moroccan Educational System has focused on ICT for its potential benefit teaching and learning in order to make learning more attractive and to develop skills in information literacy and its modes of access and treatment. Therefore, the strategy of the Education Ministry, regarding the introduction of ICT at schools in particular, has focused on three different axes but complementary. It is the training, equipment and digital content. We mainly devoted this study from the latter axis representing the interest part in the action of teaching and learning. II. PROBLEMATIC If it’s currently acquired, especially with Web 2.0, that the digital contents are accessed via the Internet and in large quantities, it does not remain less than their quality and adaptability are not always satisfactory and their integration is very slow [1]. Most teachers who use the Internet for pedagogical purposes, when they find resources, do not use them in class, these resources are in French or English and often incompatible with the Moroccan program. The teachers need to have available digital resources that are consistent with the learning objectives and consistent with the curriculum and existing programs. Then, the Ministry of National Education has initiated two actions: The first consists of the creation of digital laboratory resources whose mission is the acquisition of