الثورة الصناعية الرابعة و تطوير الجاهزية التكنولوجية في التعليم الإعدادي في إيرلندا و كندا و ألمانيا و إنجلترا و إمكانية الإفادة منها في تطوير الجاهزية التكنولوجية بالمدارس الإعدادية في مصر

Abstract EN

Advanced Countries seek to utilize information technology and communication (ICT) effectively in the learning processes inside schools.

However, the experiences of various nations differ.

There are a number of factors influencing the usage of ICT in teaching and learning.

Such factors include: the level of teachers' trust in their abilities of using ICT in teaching, the nature of teachers' attitudes towards exploiting digital technologies in teaching, the quality of technological infrastructure inside schools, the level of technical support offered to teachers, and the quality of in-service training programs.

Literature published during the last three decades assure that integrating ICT in teaching and learning is not only a technical issue.

ICT is an effective tool for teaching curricula in a better way based upon the best practices in the area of curricula and teaching methodology.

The literature also show that the quantitative aspects alone are not enough for integrating ICT in teaching and learning, as we need to take into consideration the qualitative aspects also.

Thus, educationalists refer to ICT as a useful tool capable of improving the efficiency of the educational process.