Advantages and Disadvantages of Digitalization of Learning and Assessments of Scientific Knowledge in the Second Cycle

Abstract

The continuous evolution of technological approaches and the spread of new technologies in teaching and learning practices within schools have undoubtedly demonstrated the advantages of using digital technology in learning assessment practices within and outside the classroom. Faced with a multitude of technological choices, the trainer and teachers are called upon first to filter the teaching methods in order to plan educational scenarios capable of answering the various problematic questions of the digitalization of learning and the evaluation of scientific knowledge in the second cycle. To address this problem, we opted for export research, whose recommended methodology is based on a multidimensional survey, in which we first questioned teachers about the use of new technologies in the learning and assessment process and then identified the degree of motivation and commitment of students in innovative situations in scientific knowledge (life and earth sciences). The objective of our research is to evaluate the effect of digitalization on the teaching of life and earth sciences, which is represented by four secondary education establishments (from the Taza delegation), with a varied population of 356 students at all levels and scientific streams, as well as 62 teachers of life and earth sciences. Finally, we confirm that despite the satisfaction of the majority of teachers and students with regard to the functional qualities and contribution of technological tools in assessment practices, drawbacks have been noted at the technical, spatiotemporal, and organizational levels.

Keywords: digitalization; evaluation practice; new technologies; advantages; disadvantages

https://doi.org/10.55463/issn.1674-2974.51.11.12