ICT and Changing Mindsets in Education

Cover

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Title Page, Copyright

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Thanks / Remerciements

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Table of Contents / Table de matières

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pp. v-vi

Preface

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pp. vii-viii

Information and communication technologies (ICT) constitute an assembly of facilities used for the treatment, modification and exchange of information. Their application and areas of implantation are diverse and present in almost all spheres of human activity. Among the different technologies for ...

1. Introduction: ICT and Changing Mindsets in Education

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pp. 1-6

In using ICT in education, as long as the focus is technology we will fail. As long as the process is overly extraverted with little endogenous say-so and do-so, we will fail. This introduction to ICT and Changing Mindsets in Education will briefly develop these arguments as a way of introducing the edited papers collected in this book. ...

2. Reflections on Cultural Imperialism and Pedagogical Possibilities Emerging from Youth Encounters with Internet in Africa

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pp. 7-24

Many academic and popular writers have warned that the internet could be another form of cultural imperialism used by corporate-led western powers to force feed western values and worldviews to the rest of the world, similar to how Western education was imposed on Africa after colonisation. ...

3. Réflexions sur l’impérialisme culturel et les possibilités pédagogiques, émergeantes des rencontres des jeunes en Afrique avec internet

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pp. 25-44

De nombreux universitaires et écrivains ont souligné qu'internet serait une autre forme d'impérialisme culturel utilisée par les entreprises des puissances occidentales pour alimenter fortement des valeurs occidentales et des visions du monde, de la même manière que l'éducation occidentale a été imposée à l'Afrique, après la colonisation. ...

4. Gender and Psycho-pedagogical Implications for Cognitive Growth through Access to Information and Communication Technologies

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pp. 45-64

This chapter focuses on gender differentials in the use of information and communication technologies (ICT) in the education process with a view to identify the implications for cognitive growth, degree of motivation, enduring learning capacity and psycho-pedagogic practices. ...

5. Comment intégrer les TIC dans les écoles béninoises si les enseignants restent en marge ?

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pp. 65-75

Use of the computer and internet contribute to transformations that upset habitual perceptions and practices at school. The question is to know whether teachers are prepared for the integration of the computer and internet into pedagogical practices. Research was conducted with teachers, students and directors of ...

6. Quelle durabilité pour les TIC dans l’éducation au Bénin ?

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pp. 76-85

This chapter 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 ...

7. L’usage pédagogique des TIC et les enseignants des écoles fondamentales privées au Mali

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pp. 86-98

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? ...

8. Usages et représentations sociales du courriel dans les cybercafés de Bamako

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pp. 99-112

This chapter 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 ...

9. Introduction of ICT in Schools and Classrooms in Cameroon

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pp. 113-124

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, ...

10. Evaluation de la pratique des enseignants en matière de TIC dans les écoles au Sénégal

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pp. 125-136

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. ...

11. Teacher ICT Readiness in Ghana

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pp. 137-144

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. ...

12. L’intégration des TIC dans l’enseignement: quelles perspectives pour l’école béninoise ?

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pp. 145-156

This chapter takes a look at 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. ...

13. Quel avenir pour l’usage pédagogique des TIC en Afrique subsaharienne ? Cas de cinq pays membres du ROCARE

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pp. 157-168

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) ...

14. Les TIC, l’apprentissage et la motivation des filles et des garçons au secondaire au Cameroun

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pp. 169-178

This study addresses the impact of the use computers and of internet on the motivation of secondary students in Cameroon, based on fieldwork with students, teachers, students’ parents, school heads and school multimedia centres. The study compares the numbers of boys and girls who have email addresses; ...

15. Les TIC : instruments de médiation socioconstructiviste

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pp. 179-184

The only reason to use ICT in education, it is said, should be to improve students’ learning and relations among students and teachers. Using ICT just to use it is pointless. However, there is this risk in many uses of ICT in tertiary teaching where the temptation is strong for adopting a magisterial attitude. ...

Authors / Auteurs

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pp. 185-196

Monsieur Adjibodou est titulaire d’un DEA en Sciences du Langage et de la Communication. Anciennement en service a l’Institut National pour la Formation et la Recherche en Education (INFRE), il est appele a mettre ses experiences au service du secteur de l’alphabetisation et de l’education des adultes au Benin ...

Back Cover

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