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To prepare students to face the challenges of the twenty-first century, teachers should integrate computer technologies into their teaching practices. These modern technologies are very beneficial for both teachers and students. They help teachers develop professional through the use of various ways of teaching. Students, on the other hand, can increase their achievements in the sense that they access several materials. The use of ICT in classroom practices is extremely significant for providing opportunities for students to function appropriately in an information age. This paper aims to explore the effect of the gender factor on English professors’ use of computer technologies in Moroccan higher education institutions. Descriptive analysis of means, and standard deviations were employed to analyse the collected data. Also, inferential statistics, especially the Independent-samples t- test, were used to determine the impact of gender on ICT implementation in the classrooms. The findings revealed that there were statistically significant differences in the means of males and females when using ICT in their classroom practices, t (161) = -3.921, p< 0.05.
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