ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-11-24
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 12)  2009-04-07

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2007-11-24
2.2.2 Types of connection and bandwidth	L'école publique le "Champions FCB de Memiam n'est pas connecté au réseau Internet vue sa localisation dans un village éloigné du centre urbain de Mbalmayo (20 Km) et l'absence d'un lieu de connexion rural dans la zone.  2009-03-26
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	0  2007-11-24

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	9  2007-11-24
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	12  2007-11-24
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	3  2007-11-24
2.3.4 Ratio of educators to computers	3.00 (9 / 3) educator(s) per computer  2007-11-24

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	280  2007-11-24
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	9  2007-11-24
2.4.3 Ratio of learners to computers	31.11 (280 / 9) student(s) per computer  2007-11-24

2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.

Yes  2007-11-24

2.5.2 Description of the professional duties of the ICT advisor/technician "Description of the principal professional duties of the ICT advisor/technician." Describe, in 150 words, the responsibilities of the ICT advisor/technician. If the institution does not have an advisor/technician, explain why, provide context and describe any future plans.

L'Ecole de Memiam n'as pas un technicien résident qui résolve les problèmes liés à l'utilisation ds ordinateurs à l'Ecole.Le technicien en TIC de l'école de Memiam qui est très souvent envoyé par le Délégué départemental de l'Education de Base du Département du Nyong et so'o a pour mission de contrôler l'état du matériel et de proposer au responsable du centre multimédia des solutions pour les éventuels problèmes qui se posent et notamment les problèmes de maintenance.  2009-03-26

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution "Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words)." Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some.

A l'école de Memiam deux catégories de logiciels sont présents: Des logiciels d'application et des logiciels d'exploitation. Comme logiciel d'exploitation les ordinateurs sont équipés du logiciel Microsoft XP pour les logiciels d'application on trouve: - Microsont office 2003 - Microsoft ENCARTA 2005 - Des didacticiels édités par Hachette Hachette (Mathématiques, Français, Sciences Histoire Géographie Anglais  2009-03-26

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-11-24

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-11-24

3.11 Educators who have participated in continuing education / professional development, which included ICT integration

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	3  2007-11-24
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	2  2007-11-24
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	33.33 % (3 / 9)  2007-11-24
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	22.22 % (2 / 9)  2007-11-24
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	2  2007-11-24
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	1  2007-11-24
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	1  2007-11-24
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration "How many teachers have had more than 50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	1  2007-11-24
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	66.67 % (2 / 3)  2007-11-24
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	16.67 % (1 / 6)  2007-11-24
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	33.33 % (1 / 3)  2007-11-24
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	16.67 % (1 / 6)  2007-11-24

3.12 The rank of teacher-training institutions, by ICT-integration

3.12.1 ICT-integration index score	Data not available  2007-11-24

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	8.0  2008-09-01
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	12.0  2007-11-24
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	4.0  2007-11-24
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	3.00 (12 / 4)  2009-04-07

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week)	2.0  2007-11-24
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes.	2.0  2007-11-24
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	2.0  2007-11-24
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (2 / 2)  2007-11-24

4.3 The types of ICT use by educators

4.3.1 Types of ICT use by educators (e.g. Powerpoint presentation, Web resources, etc.) "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Summarize (in 150 words) different types of ICT application by educators (of the two varieties). If ICT is not utilized, explain why, provide context and describe any future plans.

les enseignants de l'école de Memiam utilisent surtout des CD-ROM de la collection Hachette pour dispenser leurs enseignements dans les principales disciplines que sont: le Français, les Mathématiques les Sciences de la nature, l'histoire et la géographie.  2009-03-26

4.3.2 Examples of ICT-based productions by teachers "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators.

Data not available  2007-11-24

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	les élèves de l'école "Les Champions FCB de Memiam utilisent les TIC pour différentes activités pédagogiques et ludiques. Il s'agit notamment de faire: - des Exercices de mathématiques - des Exercices de Français - des Exercices de sciences - des Saisie de texte - des Exercices d'anglais et des jeux divers.  2009-03-17
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2007-11-24
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Girls of this primary school have access to the computer in school but no access to the internet because the school is not yet connected. Very few of the girls have a computer at home without internet connection. They all know what the internet is though they are not allowed by their parents to visit cyber cafés. In school they use the computers in the computer laboratory pedagogically as they say they have programmes in the computer and CD Roms with topics in subjects like Mathematics and sciences. They use it to: type, draw, calculate, do assignments and play games. The girls also say it helps them know what they call a computer and how to use it.   2010-06-21
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	The boys have access to the computers in school but not the internet because there is no internet connection for the school yet. Their teacher teaches them how to use the computer. Some of them learn from their classmates who already know how to work on the computer. Pedagogically they use programmes like Encarta and CR Roms to study subjects like nature study, mathematics and geography. They also use the computer for drawing. Some of these boys who were just transferred from other schools without computers, said they have learnt a lot about the computer in this new school. The boys also say they discover America and Africa through the computer.  2010-06-21
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Since the school is not connected to the internet, very few of the pupils have access (those whose parents take them to the cyber cafés) to the internet and so they do not participate in internet based social networks.   2010-06-21
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Since the school is not connected to the internet, very few of the pupils have access (those whose parents take them to the cyber cafés) to the internet and so they do not participate in internet based social networks.   2010-06-21

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	12  2007-11-24
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	4  2007-11-24
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	les cours enseignés à l'Ecole de Memiam aux élèves de toutes les classes de la SIL au Cours Moyen 2 sont: le Français avec ses sous disciplines que sont la grammaire, la conjugaison, l'orthographe,le vocabulaire, la production d'écrit les Mathématiques les Sciences de la nature la Géographie l'histoire la langue anglaise l'Education civique et morale le chant la récitation l'éducation physique et sportive le travail manuel  2009-03-31
4.5.4 The percentage of courses taught using ICT	33.33 % (4 / 12)  2009-04-07

4.6 The factors supporting the use of ICT by educators

4.6.1 Stated (by educators) factors that support ICT use by educators (150 words) "What factors favour the integration of ICT in your courses?" Summarize in 150 words the factors that favor the use of ICT as indicated by the educators (Requires a discussions with 10 full-time teachers from the teacher-training institution). Include an audio file (MP3) with the interviewees answers.

L'école publique les Champions FCB de Memiam est une école particulière, de part son statut. C'est la première école publique située en zone rurale à avoir bénéficier d'un centre de ressources multimédia. selon les éducateurs de cette école primaire nombre de facteurs favorisent l'utilisation des TIC on peut citer: - L'existence des ordinateurs. L'école a bénéficié lors de son inauguration d'un don de plus d'une dizaine de machines en parfait état de fonctionnement. Ces ordinateurs sont le principal élément qui favorise l'utilisation des TIC à l'école. - Le branchement électrique. L'école est reliée au réseau de la société nationale d'électricité du Cameroun.Cependant il faut signaler que de nombreuses coupures d'électricité apparaissent et ont déjà endommagé certaines machines. -Pour ce qui est de la maintenance des ordinateurs, l'école bénéficie de l'assistance de la Fondation Chatal Biya qui s'occupe très régulièrement de résoudre les problèmes de maintenance. - L'existence à l'école depuis son inauguration d'une enseignante ayant suivi une formation en informatique de base.  2009-03-26

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers.

L'utilisation des TIC à l'école de Memiam ne se fait pas sans heurt. plusieurs facteurs constituent pour les enseignants et les élèves de véritables défis à relever pour une utilisation optimale. Trois principaux défis ont été signalés par les enseignants de cette institution à savoir: la connexion de l'école au réseau internet, la formation de tous les enseignants et l'ouverture de l'école à la communauté villageoise. - la connexion de l'école au réseau Internet. l'école étant située en zone rurale il est très très difficile pour l'instant de la connecter au réseau Internet. Les Enseignants pensent pourtant que pour une intégration pédagogique complète des TIC dans l'établissement, il leur faut être connectés à Internet. - La formation de tous les enseignants à l'utilisation et à l'intégration pédagogique des TIC. Les enseignants de l'école de Memiam sont conscients du fait qu'ils n'ont pas été formés à l'utilisation des TIC en situation de classe. Ceci constitue pour eux un véritable défi à relever mais avec l'aide du Ministère de l'Education de Base. - l'ouverture du centre multimédia de l'école à la communauté villageoise et surtout aux femmes rurales afin de leur donner la possibilité de s'initier à l'utilisation de l'ordinateur et plus tard lorsque l'école sera connectée de leur ouvrir les portes du monde entier. Pour cela les enseignants comptent sur la bonne compréhension de la commune de Mbalmayo (ville voisine) pour les épauler dans ce projet ambitieux.  2009-03-08

4.8 The factors supporting the use of ICT by learners

4.8.1 Stated (by learners) factors that support ICT use by learners (150 words) "What factors support your use of computers in school and why? (number of computers, amount of computer time, appropriate instruction etc.)" Summarize in 150 words the factors favouring the ICT use as indicated by learners/students (homogenous groups of 12 persons maximum per forum). Also supply an audio file (MP3) with the answers of all the persons in the forum.

Les élèves de l'école publique de Memiam sont tous très jeunes, bien qu'habitant le village. Selon les jeunes apprenants les facteurs qu'ils soulignent et qui favorisent leur utilisation des TIC sont: - l'existence des ordinateurs dans leur école. Étant donné que pour eux aller dans la salle des ordinateurs est l'un des meilleurs moment puisqu'ils ont l'impression d'avoir bénéficier d'une salle de jeux supplémentaire. - l'accès au réseau électrique dans le village. Le Village de Memiam comme plusieurs autres villages d'ailleurs de la Région du centre est connecté au réseau AES SONEL le village a de l'électricité en permanence malgré les coupures fréquentes. L'existence à l'école d'enseignants faisant des leçons avec eux dans la salle des ordinateurs   2009-03-08

4.9 The challenges to the use of ICT by learners

4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) "What factors challenge/are barriers to your use of ICT in school?" In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees.

Bien qu'ayant des difficultés à véritablement relever ce qui pour eux semble être des défis à relever à l'utilisation des TIC, les élèves indiquent que les facteurs qui constituent un défi à l'utilisation des TIC sont: - l'augmentation du nombre d'ordinateur dans leur centre de ressources multimédia. Ils ont des difficultés à travailler dans ce centre, puisque le nombre de machine en bon état de fonctionnement est très inférieur par rapport aux nombre des élèves. ceux-ci sont toujours obligés d'attendre qu'un de leurs camarades finisse son exercice avant de laisser la place à un autre. -l'augmentation du temps qui leur est accordé pour cette utilisation. Les élèves de Memiam ne vont dans la salle des ordinateurs que pour au trop une heure et une à deux fois par semaine. Les élèves trouvent que ce temps d'utilisation est trop court et souhaite le voir revu à la hausse. - le temps accordé aux jeux pour les élèves est très court et même inexistant pour d'autres. Ils souhaitent que leurs enseignants puissent leur accorder un temps pour jour sur les machines.  2009-03-08

4.10 The competencies required for ICT use (in education) by educators

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.

Selon les enseignants de l'école "Les Champions FCB" de Memiam, plusieurs compétences sont réellement requises pour l'utilisation des TIC à l'école. Selon eux,les compétences requises pour l'utilisation des TIC selon les éducateurs sont surtout les connaissances de base de la bureautique, les connaissances de la pédagogie des grands groupes de l'approche par les compétences des méthodes actives et surtout des compétences en technopédagie.  2009-03-08

4.11 The competencies required for ICT use (in education) by learners

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	les apprenants n'ont souligné de façon claire aucune compétence requise pour l'utilisation des TIC. Cependant à l'analyse de leurs déclaration, il apparait que l'utilisation des TIC recquiert la connaissance de l'ordinateur dans ses principaux composants, la manipulation de la souris, la reconnaissance des icônes qui ouvrent des programmes spécifiques.  2009-03-08

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication).

ICT in education-related research publications (2011-03-03)   2011-03-03

4.12.2 Number of ICT in education-related research publications

1  2007-11-24

4.13 Pioneering initiatives in ICT in education

4.13.1 Pioneering initiative in ICT in education (description, including responsible parties; 150 words; document if available) Summarize, in 150 words, the institutions' “pioneering initiatives” related to the pedagogical integration of ICTs. What actions have been taken, with what result, in the use of ICTs for teaching and learning at the institution. Identify the main actors and attach documentation if possible.

Pioneering Initiatives in the Pedagogical Integration of ICTs (2011-03-05)   2011-03-05

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-11-24

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	A l'Ecole "Les Champions FCB" de Memiam, faut-il le noter, tous les Enseignants ne travaillent pas avec les ordinateurs. Ceux des éducateurs qui travaillent avec leurs élèves sur les ordinateurs indiquent que les TIC et surtout les ordinateurs leur permettent de mieux planifier leur travail grâce à une bonne élaboration des emplois du temps et grâce à la collaboration qui existe entre la Responsable du centre multimédia (Mme NTOLO Marie Thérèse) et eux car ils travaillent de façon complémentaire.Avec l'intégration des TIC dans les pratiques pédagogiques, les Educateurs ont beaucoup plus de temps pour pouvoir couvrir leurs programmes, ils ont plus de facilités à élaborer plusieurs documents de travail tels des fiches pédagogiques, le courrier adressé à la hiérarchie etc. Ils ont plus de facilité à calculer les notes de leurs élèves après les différentes évaluation. Les Educateurs indiquent entre autre que leurs élèves qui sont allés au lycée en ville sont beaucoup plus à l'aise à travailler sur les ordinateurs que ceux de leurs camarades venant d'autres écoles. Ils notent aussi que leurs élèves sont très à l'aise devant les épreuves d'examen officiels (concours d'entrée en 6e et Certificat d'études primaire C.E.P) puisqu'ils ont pris l'habitude de travailler sur des épreuves saisies et imprimées.  2009-03-26
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	A l'Ecole de Memiam les Enseignants utilisent effectivment les TIC pour faire des leçons avec leurs élèves. Cette utilisation a un impact sur l'enseignement en classe . Ainsi grâce à l'utilisation des TIC les Enseignants signalent que les élèves sont plus attentifs quand ils sont dans le centre de ressources multimédia de l'école pour faire des devoirs et des exercices dans les principales disciplines qui leurs sont enseignées. Ils constatent ainsi que le rendement est meilleur que dans les autres disciplines pour l'ensemble des apprenants. Quand à l'enseignement proprement dit, l'utilisation des machine cause très souvent des soucis aux Enseignants qui sont obligé à chaque fois de régler des conflits entre apprenants, car ceux-ci sont obligé de se disputer pour avoir la première place sur une machine, ceci engendre de problèmes de discipline. les TIC permettent aux enseignants d'organiser mieux leur travail en classe. Ils préparent bien leurs leçons et surtout organisent mieux les évaluations qu'ils puisent dans les CD Rom qui sont à leur disposition.  2009-03-31
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Grâce aux TIC les enseignant évaluent plus rapidement leurs élèves et ont la possibilité de faire rapidement des classements et aussi ils ont la possibilité d'établir des diagrammes pour évaluer la progression de leurs élèves  2008-09-01
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	Grâce aux TIC les élèves sont plus attentifs ce qui donne aux enseignants la possibilité de mieux leur donner des consignes de travail et par là de mieux communiquer avec eux.  2007-11-24
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	A l'aide des CD-ROM qui sont à la base du travail dans le centre multi média de l'école, les élèves sont amenés par eux même à réfléchir pour choisir les solutions à leurs problèmes? Ceci montre que les TIC amènent les élèves à mieux réfléchir pour résoudre leurs problèmes.  2008-04-28

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) "What, in general, has been the impact of ICT on your studies?" Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum.	Les élèves pensent que les TIC: - leur permettent de mieux comprendre les leçons - de mieux faire leurs exercices et surtout -de bien jouer avec leurs camarades  2007-11-24
6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) "Please describe, in general, the impact that ICT has had on students’ learning." Summarize in 150 words the impact of ICT on learning as specified the educators. Attach an audio file (MP3) and the transcripts of individual interviews.	les enseignants de l'école de Memiam pensent que les TIC permettent d'améliorer les performances de leurs élèves surtout en mathématiques et aussi à développer l'estime de soi chez leurs élèves.  2008-04-28

6.2 The impact of ICT on learner access to knowledge

6.2.1 Stated impact (by learners) of ICT on access to knowledge (150 words) "What has been the impact of ICT on your access to knowledge/information?" Summarize in 150 words the impact of ICT on access to knowledge as indicated by the learners. The discussion should involve at least six students (if possible, of different sex) in the institution. Provide an audio file (MP3) and the transcripts of the forum.

L'âge des élèves de cette école ne leur permet pas de dire exactement l'impact que les TIC a sur leur accès à la connaissance cependant en analysant leurs interventions on comprend aisément que les CD-ROM qu'ils utilisent leur permet d'avoir un accès large et rapide à la connaissance.  2008-04-28

6.2.2 Stated impact (by educators) of ICT on (learners') access to knowledge (150 words) "Please describe, in general, the impact that ICT has had on students’ access to knowledge/information?" Summarize in 150 words the impact of ICT on the access to knowledge as indicated by the educators. The interviews should involve at least six educators within the institution. Attach an audio file (mp3) and the transcripts of individual interviews.

Les enseignants pensent que les TIC permettent à leurs élèves d'accéder à un plus large faisceau d'information donc à la connaissance car ceux-ci viennent enrichir par une gamme variée d'exercices les enseignements qu'ils leurs dispensent en classe.  2008-04-28

6.3 Documentation produced by learners using ICT

6.3.1 Stated impact (by learners) of ICT on documentation produced (150 words) "How has ICT helped you in producing documentation related to learning - written assignments etc? (Please provide examples or description of documents if possible – how did ICT help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners. (What is produced, how does it enhance learning, etc). Attach examples of the productions on which the analysis is based. The interview should involve at least six students (if possible, girls and boys) in the institution. Provide an audio file (MP3) of the group discussion.

Les apprenant de cette école n'ont fait aucune déclaration quant à l'impact des TIC sur les documents produits car ils n'ont pas accès aux documents qu'ils produisent étant donné que ceux -ci ne sont jamais imprimés et rendu aux élèves.  2007-11-24

6.3.2 Stated impact (by educators) of ICT on (learners') documentation produced (150 words) "How has ICT helped your students in producing documentation related to learning - written assignments etc? (Please attach copies or descriptions of documents if possible - how ICT did help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners, as specified by the educators (what is produced, how does it foster learning, etc.). Attach examples of the documents on which the analysis is based.

Les éducateurs indiquent qu'ils n'ont pas d'encre dans leurs imprimantes donc les élèves travaillent essentiellement sur le bureau de l'ordinateur et produisent presque pas de documents.  2007-11-24

7.1 The number of institutions with ICT integration plans

7.1.1 Institution has ICT integration plan? "Does your institution have a plan for the integration of ICT?" Indicate by yes or no whether the institution has an ICT integration plan.

Yes  2007-11-24

7.1.2 Description of ICT integration plan (150 words, with document attached) "Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan." Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans.

Le plan d'intégration est en cours d'élaboration et prévoit l'association des parents d'élèves au projet d'apprentissage de l'utilisation des TIC le document n'est pas encore disponible  2007-11-24

7.2 The number of institutions with a strategy in place to maintain and renew their ICT equipment

7.2.1 Institution has a strategy in place to maintain and renew ICT equipment? "Does your institution/department have an ICT equipment maintenance and renewal plan?" Indicate by yes or no if the institution has a maintenance and renewal strategy for ICT equipments.

Yes  2007-11-24

7.2.2 Description of strategy in place to maintain and renew ICT equipment (150 words, with document attached) "Attach a copy, and/or description, of the maintenance and renewal plan." Write a summary of 150 words on the maintenance and renewal strategies of ICT equipments and attach documents if possible. In the case where no renewal and maintenance policy exists, explain why, provide context and describe any future plans.

pour le moment c'est la Fondation Chantal Biya qui s'occupe de la maintenance des ordinateurs.  2007-11-24

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? "Does the community outside the school have access to your ICT facilities/infrastructure?" Indicate by yes or no if the institution gives the community access to its ICT infrastructure.

Yes  2007-11-24

7.3.2 Description of types access provided by the institution for the community (150 words) "If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans." Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied.

Le projet est en cours d'élaboration et la responsable du centre veux d'abord associer les mères de ses élèves avant de s'ouvrir à tout le monde.  2007-11-24

7.4 The number of managers (in education institutions) trained to use ICT

7.4.1 Number of managers	3  2007-11-24
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	L'école comprend comme gestionnaire: - Le Directeur - la responsable du centre de ressources multimédia. - le responsable chargé de la maintenance des machines 1- Le Directeur: il s'occupe de la gestion administrative et pédagogique de l'école. 2 - La responsable du centre multimédia c'est elle qui s'occupe de tous les aspect relatifs à l'utilisation des TIC à l'école: élaboration des emplois du temps, les cours proprement dits avec les élèves... 3 - Le responsable de la maintenance s'occupe des problèmes de maintenance des ordinateurs et autres appareils électroniques.  2009-03-31
7.4.3 Number of managers trained to use ICT	2  2007-11-24
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	Le Directeur n'a reçu aucune formation la responsable a reçu une formation dans un institut privé et continue à se former en autodidacte le chargé de la maintenance a reçu une formation dans un centre de formation en informatique  2009-03-31
7.4.5 Percentage of managers trained to use ICT (in education)	66.67 % (2 / 3)  2007-11-24
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	1  2007-11-24
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	2  2007-11-24
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2007-11-24
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2007-11-24
7.4.10 Percentage of female managers in the institution	33.33 % (1 / 3)  2007-11-24
7.4.11 Percentage of male managers in the institution	66.67 % (2 / 3)  2007-11-24
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (1 / 1)  2007-11-24
7.4.13 Percentage of male managers trained to use ICT in the institution	50.00 % (1 / 2)  2007-11-24

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers.	Pour le moment les seuls aspects dans lesquels les TIC interviennent sur la gestion des pratiques éducatives sont la saisie des document et la gestion des examens (Confection des épreuves et calcul des notes des apprenants)  2008-09-01

7.6 The impact of ICT on which curriculum is taught (mathematics, science, language, arts, etc.)

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) "Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators)." Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers.	aucun  2007-11-24

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) "Describe the impact of ICT on professional development/continuing education programs for employees from your institution." Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers.

L'école de Memiam est l'une des première écoles publique du Cameroun à avoir bénéficier de l'installation d'un centre de ressources multimédia au sein de l'établissement. Cette opération s'est déroulée avant même que le Ministère de l'Education de Base du Cameroun ne soit dotée d'une Inspection de pédagogie chargée de l'Enseignement des TIC.Aucune politique nationale n'ayant été définie et mise en application dans les écoles ayant intégré les TIC dans leur pratiques,les enseignants école de Memiam ont de leur propre initiative organisé une formation continuée pour leurs collègues n'ayant aucune formation initiale en utilisation des TIC. Cette formation a permis à ceux qui se sont intéressés, d'acquérir des bases de connaissance dans l'utilisation des TIC et notamment de l'ordinateur et son utilisation en situation d'enseignement/apprentissage.  2009-04-07

7.8 The ability of managers to use ICT (basic skills)

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	0  2007-11-24
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	Pour une intégration réussie des TIC à l'école, les managers de l'institution scolaire doivent avoir des habileté ne serait que basiques pou bien utiliser les TIC dans leurs pratiques journalières. A l'école de Memiam,la responsable du centre de ressources multimédia à des connaissance de base dans l'utilisation des logiciels d'application courants dont WORD, EXCEL, POWER POINT et la navigation dans un CD-ROM et quelque connaissances sommaires dans l'utilisation de l'Internet.Le Directeur de l'école n'a jamais été formé à l'utilisation des outils TIC en dehors du téléphone portable qu'il utilise tous les jours. Quelques autres enseignants savent saisir un texte et/ou faire les quatre opération su Microsoft Excel. En dehors de ces applications, des Enseignants arrivent à naviguer dans un cd-rom.  2009-04-07
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 3)  2007-11-24

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.

Comme toutes les autres institution scolaire du Cameroun ayant amorcé l'intégration pédagogique des TIC, l'Ecole "les Champions FCB" de Memiam rencontre beaucoup de difficultés dans le processus de cette intégration. Les obstacles majeurs qui empêchent les acteurs de l'école que sont les Enseignants et les élèves d'atteindre leurs objectifs sont: - l'instabilité du courant électrique dans le village causée par d'innombrables coupures d'électricité - le nombre très limité d'ordinateurs pour les élèves et pour les Educateurs; - l'inexistence de la connexion à Internet - l'absence d'un encadrement pédagogique permanent.Depuis l'installation des ordinateurs à l'école, les Educateurs soulignent que les Inspecteurs de pédagogie que ce soit au niveau de l'arrondissement, du département, de la région ou même national, ne sont jamais venu suivre ce qu'ils font à l'école soit pour leur apporter quelques conseils, soit pour les orienter, ou encore pour les former. Ceci laisse ainsi une porte ouverte à toutes sortes de pratiques erronées. - le manque de collaboration de l'association des Parents d'élèves.Les Educateurs soulignent ici que les parents d'élèves de l'école ne trouvent aucun intérêt à l'intégration des TIC à l'école puisqu'ils ne connaissent ni leur utilité, ni la fonctionnalité. Ceci fait que ces derniers n'apportent pas leur contribution pour améliorer les conditions de travail, ou pour enrichir le parc du matériel informatique ou encore pour assurer la maintenance du matériel existant. - la faiblesse du parc de CD-Rom (une collection seulement). -L'inadaptation des programmes installés dans les ordinateurs de l'école, les CD-rom et les programmes officiels. Les Educateurs disent que le Ministère ne leur a jamais donné des outils numériques pouvant leur permettre de travailler avec leurs élève en conformité avec les programmes officiels. - le manque de formation initiale et continuée des Educateurs à l'utilisation et à l'intégration pédagogique des TIC.   2009-04-07

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

Lorsqu'elle a été affectée dans l'établissement, la responsable du centre multimédia était toute seule à pouvoir manipuler et utiliser un ordinateur. Elle a invité ses collègues à venir prendre une formation dans la matière, plusieurs n'ont pas trouvé cela nécessaire, trois d'entre eux se sont mis à son école, à l'heure actuelle deux sont devenus si forts dans la pratique que l'un d'entre eux (AMBAZO) lui vient au secours lorsqu'elle est coincée parce qu'il est devenu plus habile. Elle en est très fière.  2008-06-12

9.1 The number of female learners who have access to computers

9.1.1 Number of male learners in institution "Number of male students." Indicate the number of male students in the institution.	148  2007-11-24
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	148  2007-11-24
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	132  2007-11-24
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	132  2007-11-24
9.1.5 Percentage of male learners who have access to computers	100.00 % (148 / 148)  2007-11-24
9.1.6 Percentage of female learners who have access to computers	100.00 % (132 / 132)  2007-11-24

9.2 Number of female teachers who have access to computers

9.2.1 Number of male teachers "Number of male educators." Indicate the number of male teachers in the institution.	6  2010-06-21
9.2.2 Number of male teachers who have access to computers "Number of male educators who have access to computers." Indicate the number of male teachers who have access to the institution's computers.	6  2010-06-21
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	3  2010-06-21
9.2.4 Number of female teachers who have access to computers "Number of female educators who have access to computers." Indicate the number of female teachers who have access to the institution's computers.	3  2010-06-21
9.2.5 Percentage of male teachers who have access to computers	100.00 % (6 / 6)  2007-11-24
9.2.6 Percentage of female teachers who have access to computers	100.00 % (3 / 3)  2007-11-24

10.1 The impact of ICT on the development of a variety of African educational content

10.1.1 Stated impact (by managers) on the development of African course content "What impact has integrating ICT had on the development of African course content?" Summarize in 150 words the impacts of the ICT on the development of African course contents as indicated by the managers. If course contents have not been affected, please explain why, provide context and describe any future plans to alter course content.

l'école de Memiam est une école publique qui suis scrupuleusement le Programme d'enseignement qui est établi par le Ministère de l'Education de Base du Cameroun. Ce programme ne prévoit pas pour l'heure le développement de contenu de cours en langue locale. Pour cette raison,aucun impact n'a été signalé par les managers de l'école.  2009-04-07

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	0  2007-11-24
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	0  2007-11-24
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Les enseignants de l'Ecole "Les Champions et leur Directeur n'ont signalé aucune particularité concernant les élèves aux besoins spéciaux dans leur Institution. L'école ne présente pas un groupe d'élèves qui accède aux TIC au sein de l'école ayant des besoins spéciaux.  2008-08-06
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-11-24

12.1 The relationship between ICT-in-education integration and local language(s)

12.1.1 Perception of educators of the relationship between the first language(s) of the learners and ICT-in-education "Please describe the relationship between the first language of learners and ICT in their education (for instance, do learners who are not fluent in English or French have more difficulties with ICTs)?" Summarize in 150 words the relationship between the local language and the ICT integration in education as perceived by the educators.

le problème que les managers indiquent c'est que l'école étant située dans une zone rurale, ils éprouvent d'énormes difficultés à parler des TIC aux apprenants et surtout aux parents d'élèves en langue locale (Ewondo) puisqu'il n'y a pas d'équivalent des noms de ces outils par exemple de l'ordinateur en langue locale. Il est donc très difficile de faire une jonction entre cette langue et l'intégration des TIC  2008-09-01

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews.

La perception des parents est très mitigées car nombreux sont ceux qui ne comprennent absolument rien à l'utilisation et à l'importance des TIC à l'école. Pour la plupart il s'agit d'une affaire de l'école et donc ils n'ont rien à voir avec ça et c'est pour cette raison que l'école a encore des difficultés à les associer au projet d'utilisation des TIC à l'école et surtout à leur participation à la maintenance des machines utilisées par leurs enfants.  2008-04-28