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Please use this identifier to cite or link to this item: http://hdl.handle.net/10625/42620

Title: PanAf research agenda on the pedagogical integration of ICTs : phase 1; final report
Other Titles: Pan-African research agenda on the integration of ICTs in education : Sénégal, The Gambia, Mali, Côte d'Ivoire, Ghana, Cameroun, République du Congo, République centrafricaine, South Africa, Mozambique, Kenya, Uganda
Authors: Karsenti, Thierry
Traoré, Djénéba
Mbangwana, Moses
Harper-Merrett, Toby
Keywords: EDUCATIONAL RESEARCH
NEW TECHNOLOGY
INFORMATION TECHNOLOGY
TEACHING AIDS
TEACHER TRAINING
QUALITY OF EDUCATION
AFRICA
RECHERCHE PEDAGOGIQUE
NOUVELLE TECHNOLOGIE
TECHNOLOGIE DE L'INFORMATION
MOYENS D'ENSEIGNEMENT
FORMATION DES ENSEIGNANTS
QUALITE DE L'ENSEIGNEMENT
AFRIQUE
Issue Date: 2009
Publisher: Educational Research Network for West and Central Africa (ERNWACA), Bamako, ML
Abstract: The first phase of the PanAf project consisted of African ICT in education experts going into the field to collect mixed quantitative and qualitative data on the pedagogical integration of ICTs at the school-scale. These teams upload their work to www.observatoiretic.org where their summary analyses and accompanying raw data are freely accessible to PanAf network peers in other African countries as well as stakeholders around the world. PanAf Phase 1 collected and shared an unprecedented baseline of approximately 20,000 data points from over 100 schools across the networks countries. The added value of these indicators lies primarily in enhanced knowledge of ICT access, use and impact self-reported by educators and learners, in support of scientific, practical and policy-oriented dissemination. PanAf Phase 1 also featured capacity building objectives for the researchers involved, focused primarily on the application of mixed methodology in the field and on use of the Observatory as a living resource for research indicators and supporting evidence. The results of the first phase of PanAf’s research point to significant disparity in access and use of ICTs in schools based on the public/private, and rural/urban divides, and highlight the need for comparative analysis of the use and impact of ICTs to draw out lessons regarding “teaching computers” versus “teaching through computers”.
URI: http://hdl.handle.net/10625/42620
Project Number: 103741
Project Title: Panafrican Research Agenda on the Integration of ICTs in Education
Appears in Collections:Research Results (ACACIA) / Résultats de recherches (ACACIA)
IDRC Research Results / Résultats de recherches du CRDI
2000-2009 / Années 2000-2009

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