Abstract
This paper provides an initial attempt to study and investigate the interactive relationship between vocational and technical education instructors and using information and communications technology (ICT) and its impact of the professionalism of their work. The paper compares the ICTs usage in vocational and technical instructors in Sudan and Egypt as important countries in Africa. This paper explores two contexts ''environments'' that initially appeared a little bit different. It presents results of a survey administered to several instructors in Sudan (95) and in Egypt (120) which show that, excepting a few tasks, vocational instructors in both countries. Instructors from both countries responded similarly about (a) where they learned about ICT (for example, computers and Internet) and (b) the usefulness of ICT for technical and vocational centers in both countries. They also indicated feeling minimal concern when using technology. Furthermore, differences were in evidence in both countries where desire to use technology was concerned. Overall, Sudanese instructors showed a greater features and range in their choices when given the option to traditional teaching methods preferable than technology use to complete various tasks, whereas Egyptian clarified more attitudes toward technology compared to other context.
Highlights
Information and Communication Technology has become a very important component in all aspects of life in education, and as (Mocanu & Deaconu, 2017) mentioned, life mainly reliant on the opportunity of using the numerous technologies.information and communications technology (ICT) offers many possibilities for use in education
Integration of ICT in learning/teaching process According to table 2 below, the results indicate that toward technical education instructors in Egypt that about 51,1 % respondents responded positively to integration of ICT to learning and teaching process
Concerning Vocational education instructors, the results indicate that 43,7% respondents in Egypt responded positively to integration of ICT to learning and teaching process
Summary
Information and Communication Technology has become a very important component in all aspects of life in education, and as (Mocanu & Deaconu, 2017) mentioned, life mainly reliant on the opportunity of using the numerous technologies. This paper highlights the status of information and communications technology and it use by instructors in vocational and technical education in Egypt and Sudan. Such college that established according the international standards joined with a very decent educational environment and provided the local and external labor market with talented engineers in several fields It was categorized by concentrated training programs supported by laboratories (Bashir, 2006). The students spend due to Egyptian schools' project two days inside the school and four days in the factories involved It is implemented in relatively developed technical sites in the field, technological and management, new industrial cities and in agreement with the associations of investors or major companies. According to table no. 1, the demographic information for Egypt and Sudan systems (Population, Fixed telephone lines, Cell, Computers, Internet Users, Population covered by mobile signal) could be illustrated
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