Panafrican Research Agendaon the Pedagogical Integration of Information

and Communication Technologies

ByMbangwana Moses

University of Montréal, Canada

Educational Research Network for West and Central Africa

• South Africa: School of Education, University of the Witwatersrand

• Cameroun: Département de Sciences de l'Education, Ecole Normale Supérieure, Université de Yaoundé

• Congo: École Normale Supérieure, Brazzaville

• Gambia: The University of Gambia• Ghana: UEW • Kenya: School of Continuing and

Distance Education, University of Nairobi

• Mali: Département des Sciences de l'Éducation, Institut Supérieur de Formation et de Recherche Appliquée (ISFRA), Bamako

• Mozambique: Department of Evaluation & Research, National Institute for Education Development (INDE)

• Uganda: School of Adult Education & Communication Studies, Makerere University, Kampala

• République Centrafricaine: École Normale Supérieure, Bangui

• Sénégal: Faculté des Sciences et Technologies de l'Éducation et de la Formation (FASTEF), Université Cheikh Anta Diop de Dakar

Partners

Objective:

“…to better understand how the pedagogical integration of ICT can enhance the quality of teaching and learning in Africa…”

Challenge:• Not enough research on the pedagogical integration

of ICTs • Results not effectively communicated • Researchers in the discipline would benefit from

technical, methodological, and dissemination capacity-building

Response:

• collect new, user-scale data, using mixed (quantitative/qualitative) methodologies

• create a dynamic knowledge-network in which to share these data

• provide learning opportunities for the African researchers involved

Observatory on ICTs in education:

Initial phase focused on the development of an open, online Observatory at

www.observatoire.org

Actions:

• Voices, school-scaled knowledge from African learners, educators, and institution

• Mixes quantitative data with narratives, for greater depth than aggregate, national data

• Creates a space developed and owned by African researchers, using a bold "open source" style

Data:

• downloadable ICT policy documents from 34 African countries; updated in real-time “wiki” style by researchers in the field

• 12 themes (inc. policy, teacher-training, access, use, impact, gender, language…)

• 160+ indicators• 12 countries• 50+ researchers• 100+ schools

Impacts:

• Putting African institutions “on the map” e.g. newfound international research presence of Lycée Barthélémy Boganda in Bangui, one of the Central African Republic’s oldest secondary institutions.

• Policy impacte.g. Ministry of education employees implementing ICT policy reform in Senegal and Mozambique report that access to the Observatory is informing their decision-making.

Summary:

• exponential increase in high quality research on the pedagogical integration of ICTs in Africa.

• global leadership opportunity for African researchers.

• resource for African graduate students, academics, development practitioners, and policy makers.

• networking *African researchers and institutions, *PanAf Observatory participants & other ICT4Ed projects.

Pedagogical use of ICTs in primary schools of the south-west region of Cameroon. The case of some selected private

primary schools in Buea municipality.

Objectives

• The objective of this study was to find out how private primary schools in the Sw region of Cameroon are using ICTs for their pedagogical activities

• The study also aimed at identifying factors that fuel such pedagogical use

Sample size

• 5 Anglophone private primary schools in Buea

• 50 teachers/head teachers• 150 pupils randomly selected from classes 5

and 6

Instruments used

• Two sets of questionnaires: • one for teachers/head teachers and the

other for pupils• A non-participative observation with the

help of an observation checklist

activities carried out by pupils w ith ICTs

0

20

40

60

80

100

120

140

computer english/french drill and practice drawing mathematics music health and

environmental

education

history/geography

1 2 3 4 5 6 7 8

subjects

frequ

ency

Never

Sometimes

Alw ays

pedagogical use of ICTs

0 5 10 15 20 25 30 35

set examination questions

send documents to parents

improve pupils interactions andcollaboration

To calculate pupils marks andgrades

find additional content for thesubject matter

present lessons

make animated presentations

prepare lesson notes

frequency

AlwaysSometimesNever

proficiency of teachers

0 10 20 30 40

MS word

take pictures with digital camera

printers and scanners

browsing

download pictures from camera

secondary devises

CAI, CMI

MS Excel

MS Power point

simple installation

12

34

56

78

910

pro

gra

mm

es

/de

vic

es

frequency

HIGH

AVERAGE

LOW

attitude of teachers

0

5

10

15

20

25

30

35

like to use ICTs toteach

it is necessary tolearn how to teach

with ICTs

the use of ICTs canreduce work load

I feel competent withICTs

I feel confident whenusing ICTs for

pedagogic activities

I am confortablewith ICTs

1 2 3 4 5 6statement

frequ

ency

Strongly Agree

Agree

Disagree

Strongly Disagree

Thank Youwww.panaf-edu.org