by Djénéba Traoré, badjenetraore@yahoo.fr
This desk study examines the major challenges and constraints to integrating information and communication technologies (ICT) into schools in sub-Saharan Africa. Based on ADEA and World Bank documents, this study also draws on research carried out by the Educational Research Network for West and Central African (ERNWACA) in collaboration with the University of Montreal. Entitled “Integrating ICT into Education in West and Central Africa : A Study of (...)
Pascal Codjo Dakpo, Florentine Akouété-Hounsinou, Thierry Azonhe
This paper takes a look into the conditions and constraints related to the integration of information and communication technologies (ICT) into teaching and learning in Benin. It focuses on the infrastructural elements necessary for appropriation of ICT by all those in the education sector. Quantitative and qualitative data was gathered from over 8 000 subjects, in private and public primarily junior and high schools (...)
Kofi B. Boakye, kofiiboakye@yahoo.com, Dzigbodi Ama Banini, dzidbanini@yahoo.com
There is growing concern in Africa about the use of computers to support learning in educational institutions. Information and communication technologies (ICT) are used to gather, analyze, modify and exchange information. They are used in almost all spheres of human activity. The computer and the internet are increasingly making their way into teaching and learning practices and processes. This paper discusses (...)
Papa Amadou Sene, pasene@yahoo.com
Senegal, like most sub Saharan African countries, seeks to use information and communication technologies (ICT) to improve the quality of education. In this regard, a survey was conducted among primary and secondary schools “pioneering” the use of ICT to evaluate progress in the realm of pedagogy. This paper presents the survey findings and discusses teachers’ perceptions of ICT, their use of these tools, their needs, as well as their competencies. Teachers (...)
Moses Atezah Mbangwana, mmbangwana@rocare.org
The introduction of information and communications technologies (ICT) in education reflects and responds to present and future needs of people functioning in an intensely changing and challenging intellectual environment. If ICT based education is a gateway to participation in future culture, society and economy, what should be the nature and form of educational infrastructures? Human, pedagogical, physical, technological and organisational (...)
Béatrice Steiner, beasteiner@bluewin.ch
This study examines the uses and social representations of electronic mail. Email conveys an ideal of direct, fast, and confidential communication between relative equals. This ideal, however, runs counter to the logic of certain social relations in Mali, particularly those of respect and avoidance in relationships where the hierarchical status of the actors is different and public. The question, therefore, is how to understand transparency in a (...)
Mamadou Lamine Diarra, mldiarra@rocare.org
Integrating ICT into education systems in Africa requires teacher professional development. This study examines Kalanso and the La Plume primary school, both private establishments in Mali that are among the first to introduce computers and internet. How well do teachers integrate ICT into their teaching? What can be said about ongoing professional training for integrating ICT into teaching? Twenty-seven of the 47 teachers in these two schools were (...)
Aristide Adjibodou, Alexandre Biaou, Toussaint Noudogbessi
This paper explores the integration of information and communication technologies (ICT) into the educational system in Benin, in West Africa, from the perspective of sustainability. Sustainable development is part of a cultural evolution in which present needs are satisfied without compromising the capacity of future generations to satisfy theirs. We assume that improved working conditions for teachers necessitate better and (...)
