Presentation on theme: "Panafrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies By Mbangwana Moses."— Presentation transcript:
Panafrican Research Agenda on the Pedagogical Integration of Information and Communication Technologies By Mbangwana 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 Republics oldest secondary institutions. Policy impact e.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