Pedagogical Integration of ICT: Successes and Challenges from 100+ African Schools - 3rd edition

Submitted by Dramane Darave on 19 November, 2011 - 04:03

 

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The PanAfrican Research Agenda aimed to better understand how the pedagogical integration of ICT can improve the quality of teaching and learning in Africa.

In the first project phase, national research teams gathered data on the educational use of ICT in 13 countries: Ghana, Gambia, Senegal, Central African Republic, Uganda, Mozambique, Mali, Kenya, Ivory Coast, Congo, Cameroon, and South Africa, and Zambia. Data were collected according to a mixed-method approach, using quantitative data (e.g., questionnaires) and qualitative data (e.g., interviews, observations) on how ICT were integrated into education. In all, 120 schools, 800 school administrators, 8 940 teachers, and 242 873 students participated in the project.

Intégration pédagogique des TIC : Succès et défis de 100+ écoles africaines - 3e édition

Submitted by Dramane Darave on 19 November, 2011 - 04:02

 

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L'agenda panafricain de recherche vise à « mieux comprendre comment l'intégration pédagogique des TIC peut améliorer la qualité des enseignements et des apprentissages en Afrique ». Au cours de la première phase du projet, une équipe nationale de recherche a recueilli des données à propos des usages des TIC pour l'enseignement et l'apprentissage dans chacun des treize pays suivants : le Ghana, la Gambie, la Zambie, le Sénégal, la République centrafricaine, l'Ouganda, le Mozambique, le Mali, le Kenya, la Côte d'Ivoire, le Congo, le Cameroun et l'Afrique du Sud.

The PanAf Publications Catalogue / Le catalogue des publications du projet PanAf

Submitted by Dramane Darave on 13 October, 2011 - 17:11

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This is a catalogue of publications of the PanAf Project.
The publications listed in this document have been produced as outputs of the Panafrican Research Agenda on the Pedagogical Integration of ICT Project , funded by the International Development Research Centre (IDRC,www.idrc.ca) and implemented by the Educational Research Network for West and Central Africa (ERNWACA, www.ernwaca.org), in collaboration with the University of Montreal. 
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The Hole in the Wall project revisited

Submitted by Dramane Darave on 9 April, 2011 - 03:30

The most recent addition to the PanAf network is a team of researchers from the School of Education, University of Zambia (UNZA). Led by Mr. Benson NDLOVU, a lecturer at the Department of Library and Information Studies, the Zambian PanAf team has joined the initial network of five study schools to share indicators on the Observatory at www.observatoiretic.org.

Use of Web 2.0 in the Schools of the PanAf project

Submitted by Dramane Darave on 6 April, 2011 - 16:18

This document notes some highlights of the PanAf network’s research specifically regarding ‘Web 2.0’ in the sampled schools.

The PanAf network is centred on an open data set made available by researchers at the partner institutions. Open access, and ‘wiki’-style updating of the indicators is intended to echo the collaborative style of ‘Web 2.0’ in the project’s design.

Synthesis of Phase I: PanAfrican Research Agenda on the Pedagogical Integration of ICTs

Submitted by Dramane Darave on 19 March, 2011 - 13:14

ICTs are increasingly present in African societies and have been introduced to varying degrees at all education levels from preschool to university, and in both the formal and informal sectors. They are also used to offer distance education to teachers and other adult learners. However, in various education systems across Africa, ICTs are increasingly being taught as a completely separate discipline, while the integration of ICTs into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception.

Keywords

Pedagogical Integration of ICT: Successes and Challenges from 87 African Schools

Submitted by Dramane Darave on 19 March, 2011 - 13:06

Analysis of the data collected by the 12 national research teams reveals a multitude of uses of ICT in the nearly 120 African schools participating in the project. These uses vary from initiation of learners to the fundamentals of computing, to the creation of elaborate projects involving learner-created websites, videos, field research and experimentation content. The types of ICT uses found in PanAf Phase I data can be grouped as follows:

1. Use as the subject of learning;
2. Use as the means of learning;
3. Other uses.

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