ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-11-27
2.1.2 Percentage of computers connected to the Internet	100.00 % (38 / 38)  2007-11-27

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-11-27
2.2.2 Types of connection and bandwidth	L'établissement dispose d'une connexion boucle Radio de 512 ko.  2011-05-03
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.	38  2007-11-27

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	40  2008-03-08
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	38  2007-11-27
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.)	10  2007-11-27
2.3.4 Ratio of educators to computers	4.00 (40 / 10) educator(s) per computer  2008-02-24

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	517  2007-11-27
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.)	20  2007-11-27
2.4.3 Ratio of learners to computers	25.85 (517 / 20) student(s) per computer  2008-12-01

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  2007-11-27

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'établissement dispose de deux techniciens en TIC. En plus de la maintenance et de l'entretien du Réseau et des équipements, ils assurent la formation des élèves et des enseignants. Ils assistent aussi l'administration de l'école pour tout les travaux informatiques. Ils établissent le programme de formation de l'école et conseille l'administration dans l'acquisition du matériel et des logiciels.  2011-05-03

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.

Windows XP, la suite bureautique Ms Office. L'établissement à aussi un logiciel de gestion ESCOLAR. Les techniciens TIC font aussi des petits programmes pour les élèves et la bibliothèques.  2007-11-27

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-11-27

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-11-27

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	36  2007-11-27
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  2007-11-27
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	90.00 % (36 / 40)  2007-11-27
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 40)  2007-11-27
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.	1  2008-02-24
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	35  2008-02-24
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.	0  2007-11-27
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.	0  2007-11-27
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	50.00 % (1 / 2)  2008-02-24
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	92.11 % (35 / 38)  2007-11-27
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 2)  2007-11-27
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 38)  2007-11-27

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

3.12.1 ICT-integration index score	Data not available  2007-11-27

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)	3.0  2008-02-24
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.)	3.0  2008-12-01
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.)	3.0  2008-12-01
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (3 / 3)  2008-02-24

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)	258.5  2007-11-27
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.	258.0  2008-12-18
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.	259.0  2008-12-18
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (258 / 259)  2007-11-27

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.

Comme je tiens la classe des terminale lettres on a besoin de varier les exercices, donc je fais beaucoup d’exercices que je saisi ou cherche sur Internet. J’imprime et je distribue aux élèves. Donc on utilise les outils de recherche, le traitement de texte pour cela. Généralement les outils qu’on utilise ici c’est Internet et les moteurs de recherche.Les professeurs suivant les thèmes poussent les élèves à faire plus de recherche. On les aide à faire les recherches et à préparer les exposés.   2008-12-22

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.

Production des enseignants (2011-05-04)   2011-05-04

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.	On utilise l’ordinateur et Internet pour surfer sur le net, pour chercher des documents si on à des exposées. Les Informations concernent surtout la littérature africaine, française. On consulte aussi le courriel, on fait des chats avec nos amis et parents. On fait des recherches sur Google. On utilise Outlook, Hotmail pour cela. On utilise l’ordinateur en Espagnol pour chercher les personnages, en anglais, en histoire géographie, On travaille aussi avec Excel, Word, Internet explorer et Google pour les cours d’informatique. On se sert de l’ordinateur pour des buts purement éducatifs, pour enregistrer des documents pour mieux comprendre les cours. On fait des recherches sur MSN. Lorsque je connais la leçon qu’on doit faire je vais sur le net et je m’informe sur le thème. On considère l’ordinateur comme un moyen de travailler, une façon de travailler. On a l’envoi des fichiers, le traitement de texte et le téléchargement de documents Le site de l’école nous aide beaucoup, il y a plusieurs sites qui concernent les cours qu’on fait.   2008-12-18
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.	Production des élèves (2011-05-04) Production des élèves2 (2011-05-04) Production des élèves3 (2011-05-04)   2011-05-04
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.	L’entretien a été fait avec 6 apprenantes. Dans cet établissement les apprenantes utilisent l’ordinateur et Internet aussi bien à la maison avec une moyenne variant de 1 à 2 heures par jour, qu’à l’école avec en général 1 heure par semaine. Une élève seulement fréquente le cybercafé en raison de 2 heures par semaine. Elles utilisent le net surtout pour faire des recherches sur les cours, pour lire les informations, pour écouter de la musique et faire des téléchargements. Elles utilisent le net pour préparer les exposés et faire des recherches sur les écrivains. Elles regardent aussi des films et se servent du net pour discuter avec des parents et amies. Les téléchargements de photos et de vidéos aussi se font par la moitié des apprenantes (3/6). Une bonne partie des activités concernent les apprentissages des cours vus en classe.  2011-05-03
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.	Sur les 6 garçons présents 4 utilisent l’ordinateur et Internet prioritairement à la maison en raison de 1 à 6 heures par jours, et en moyenne 1 heures par semaine à l’école. Un apprenant utilise les technologies à la maison au cybercafé et à l’école, avec le taux d’utilisation le plus important à la maison en raison de 45 minutes par jour. Ils utilisent préférentiellement le net pour chercher des informations sur les cours et les autres nouvelles de l’actualité. Ils vont aussi sur facebook pour chercher des informations. Ils cherchent des sites pour les jeux, les cours, la musique et les photos. Ils téléchargent des images et des vidéos et aussi des cours et des exercices. Ils utilisent aussi le net pour faire des recherches avec Google. Ils utilisent le net pour discuter et chatter avec des amis. Ils utilisent le net pour chercher des informations sur des livres qui les intéressent notamment sur les réseaux sociaux.   2011-05-03
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?	Sur les 6 apprenantes présentes 5 possèdent un compte facebook , et une utilise aussi Twitter de temps en temps. Ils utilisent ces médias sociaux pour discuter avec des parents, chatter avec des amis et se faire de nouveaux amis. Une autre utilise HI5 en plus de facebook. Ces medias sont utilisés en priorité pour discuter sur divers sujets avec des amies et de parents vivant hors du Mali, des rares fois les sujets concernent les apprentissages.  2011-05-03
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?	Ils disposent tous de compte sur les réseaux sociaux et principalement sur Facebook. Cependant certains disposent des comptes sur facabook, Twitter, Myspace et OrKut. Ils discutent avec des amis et cherchent aussi à se faire de nouveaux amis. Il y a un qui utilise Mysapce uniquement pour rencontrer son idole. Ils utilisent ces réseaux sociaux pour se faire des amis et s’informer. Ils utilisent aussi facebook, Twitter pour préparer des exposés et avoir des informations sur des livres et romans. On constate une partie importante des activités sur les réseaux sociaux concernent les apprentissages. Ils disent qu’ils arrivent à avoir beaucoup d’informations sur facebook surtout sur les cours.   2011-05-03

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.	10  2008-02-24
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).	5  2008-02-24
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).	il s'agit de : Biologie, Français, Histoire et géographie, Philosophie et l'informatique  2008-02-24
4.5.4 The percentage of courses taught using ICT	50.00 % (5 / 10)  2008-02-24

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.

On va utiliser les nouveaux termes, ça facilite la compréhension ; L’existence de l’outil et la motivation de certains professeurs sont determinants. Si le professeur actualise permanemment ces cours il va chercher sur le net, d’autres cherchent continuellement des nouvelles connaissances sur le net afin de se former de mieux faire leur travail de formateur. Ils ont un engouement pour les technologies et dirigent les élèves vers Internet.   2008-12-22

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.

On doit mettre les ponctuations des voyelles avec la main, c’est le seul problème qui existe. En général je prends des exercices sur le net je le tire et distribue aux élèves. Les défis dépendent de l’élève ceux qui viennent Kalanso on n’a pas problème, car ils ont déjà appris à utiliser les TIC et s’intègrent facilement dans le cours. Par contre ceux qui viennent d’autres établissements, en général n’ont pas la formation de base, et on est obligé de tout leur apprendre.   2008-12-22

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.

Déjà à la maison on a des connaissances et on approfondi nos connaissances avec ce qu’on nous donne à l’école Ce parce que la plupart des élèves ont des ordinateurs à la maison, il y aussi les professeurs qui nous aide.   2008-12-18

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.

Le temps consacré à l’informatique à l’école est court. On est obligé d’aller suivre ailleurs car certains n’ont pas d’ordinateur à la maison. Ils sont obligés d’aller suivre avec les autres à la maison. Ensuite on passe beaucoup de temps avec ce qui ne comprenne afin de les aider à rattraper leur retard. La méconnaissance est un handicap, quand on a besoin d’apprendre et qu’on ne sait pas le faire. La maîtrise de l’outil aussi est un élément important   2008-12-18

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.	Je suis débutant, je me débrouille bien. Il faut que le professeur soit initié, qu’il est un engouement à actualiser ces cours pour envoyer ces élèves à faire des recherches sur le web. Les enseignants qui travaillent sur la base de livres seulement n’encouragent pas les élèves à utiliser les technologies.   2008-12-22

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.	La concentration est importante, il faut suivre quand il explique et ensuite sur les ordinateurs ce qui n’est pas toujours facile. La concentration Moi j’ai besoin de savoir utiliser plusieurs logiciels afin de mieux utiliser les ordinateurs et Internet. ; Un bon élève doit préparer le cours prochain.   2008-12-18

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).

Document (2011-05-03) texte (2011-05-04) texte1 (2011-05-04)   2011-05-04

4.12.2 Number of ICT in education-related research publications

3  2008-02-24

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.

initiatives Pionnières (2011-05-03)   2011-05-03

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-11-27

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.	Les TIC permettent une meilleure chronologie et une organisation détaillée. Grâce aux TIC la planification des cours se fait plus facilement et la qualité est supérieure. Ces technologies assurent des relations interdisciplinaires qui me facilitent l’enrichissement de mes classes. Les TIC rendent les recherches rapides, fiables et faciles, améliorent le contenu des leçons et consomment moins de temps. Les TIC permettent la mise à jour des informations. Permettent la connaissance et l’utilisation des nouvelles techniques pédagogiques et de formation. Elles facilitent la communication avec les élèves et constituent un soutien très important dans les recherches de formules scientifiques et facilitent les saisis des devoirs. Avec les TIC j’arrive à rassembler tout le support pédagogique dont je peux avoir besoin. Elles me permettent de gagner du temps par rapport aux programmes scolaires. Les TIC ont eu une influence notable sur nos leçons surtout dans les classes de terminales. Non seulement sur le choix des thèmes, des exercices mais aussi sur les travaux dirigés. Ils facilitent l’observation des images, des organes comme l'oeil, les muscles, le tissu nerveux et la vie cellulaire. Toutefois pour certains qui n'utilise pas les TIC, il n'y a aucun impact sur la planification.   2008-12-01
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.	Une meilleure compréhension des logiciels Word, Excel et Internet Explorer. J’ai pu me perfectionner dans ces différents logiciels. Grâce aux TIC les élèves sortent de la routine journalière. J’utilise en classe un téléphone portable, un ordinateur portable ou la salle de vidéo pour étudier une chanson, une vidéo … en espagnol. Ainsi les élèves sortent de la monotonie. Les TIC ont moins affecté mon enseignement, compte tenu du fait qu’une recette testée est beaucoup plus fiable qu’une formule non encore essayée. Les TIC permettent l’utilisation d’expressions courantes et modernes. Facilitent le tirage et la multiplication des documents pris sur le net et leur distribution en classe comme supports pédagogiques. En sciences physiques les TIC ne sont pas pour le moment utilisées comme méthodes modernes d’enseignement. Avec les TIC j’utilise très peu le tableau. Ce dernier n’est utilisé que pour certaines explications ou l’orthographe de certains mots. Grâce aux TIC j’arrive facilement à faire les exercices thématiques et les travaux dirigés. J’indique le site, le numéro de l’exercice et la correction. Les élèves qui ont fait le travail passent au tableau et font la correction. Les TIC m’ont permis d’avoir plus de connaissances sur certains thèmes, de parfaire la maîtrise de certaines notions étudiées en classe   2008-12-01
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.	Les TIC m’ont également permis d’améliorer mes méthodes d’évaluation, de conception de mes sujets de devoir. Grâce aux TIC j’arrive facilement à faire les exercices thématiques et les travaux dirigés. J’indique le site, le numéro de l’exercice et la correction. Les élèves qui ont fait le travail passent au tableau et font la correction. L’utilisation des exercices interactifs m’ont permis de diversifier les méthodes d’évaluations. Les TIC ont facilité la saisie des épreuves. Pour le moment les TIC ne sont pas exploités, toutefois j’utilise une nouvelle technique d’évaluation utilisée en France qui consiste à guider les élèves sur les questions avant le test pour mieux cerner leurs problèmes spécifiques. En profitant des TIC, j’ai diversifié et amélioré mes méthodes d’évaluation des élèves en classe. Les élèves assimilent facilement des différents cours d’informatique.   2008-12-01
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.	Les TIC ont permis une rapide prise en main des moteurs de recherche, utilisation courante du mailing et différents divertissement sur le net. J’encourage mes élèves à chercher des informations sur le net sur différents thèmes. Des fois je demande d’envoyer les travaux sur mon adresse électronique et ils reçoivent aussi les notes à travers ce canal. Je recherche aussi des correspondants hispanophones pour mes élèves. De nouvelles techniques et approches acquises comme considérer l’apprenant comme ingrédient principal dans l’enseignement exige beaucoup de patience et de pardon chez le professeur. Oui j’encourage les échanges avec mes élèves à travers le courrier électronique mais pour le moment ce n’est pas devenu une habitude. J’encourage fortement l’utilisation du courrier électronique quand il s’agit de préparer des exposés sur les thèmes que je leur donne. Pour le moment je n’utilise pas ce mode de communication, mais peut être dans l’avenir. Les TIC m’ont permis de donner des thèmes de recherche par courrier électronique aux élèves ce qui leur a permis de mieux comprendre.   2008-12-01
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.	Oui, par exemple en traitant certains thèmes comme le phénomène énergétique de la contraction musculaire, le rôle du cortex cérébral, la corrélation des organes, le fonctionnement cardiaque, j’ai complètement changé la manière d’enseigner ces chapitres avec les ressources que j’ai pu avoir sur le net. Les TIC nous aidé surtout dans l’accès à la documentation et aux revues scientifiques. J’ai souvent changé le plan proposé par le programme officiel au profit des plans proposés sur Internet. Oui, surtout dans le choix des questions à poser, la comparaison d’information et de connaissances pédagogiques, l’utilisation de traducteur électronique. Oui, notamment une nouvelle technique d’évaluation en France qui consiste à guider les élèves sur les questions avant le test pour mieux cerner leurs problèmes spécifiques. Le fait de visiter différents sites sur le net, de participer à des forums pour enseignants et éducateurs me permet d’être en contact avec le monde éducatif et de songer à l’amélioration de ce que j’enseigne. Oui car on y découvre chaque jour des changements.   2008-12-01

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.

L’ordinateur et Internet nous aide à avoir des informations sur les cours, ensuite à communiquer. Déjà avec les cours on va sur le net on fait des recherches et cela nous permet d’être mieux informés. On a une facilité d’accès aux informations, et on est courant de tout ce qui se fait dans la semaine.   2008-12-18

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 TIC facilitent la compréhension ; une fois qu’on fait un type donné d’exercices on n’a plus besoin de revenir dessus, car les élèves comprennent facilement. Engouement de certains élèves qui font beaucoup des recherches apportent énormément à leur professeur. Le rôle des professeurs est important car il faut que lui-même utilise les TIC pour pousser les élèves à les utiliser. Il faut aussi que les élèves aient un engouement pour les technologies.   2008-12-22

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’ordinateur et Internet nous aide à avoir des informations sur les cours, ensuite à communiquer. Déjà avec les cours on va sur le net on fait des recherches et cela nous permet d’être mieux informés. On a une facilité d’accès aux informations, et on est courant de tout ce qui se fait dans la semaine   2008-12-18

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.

Oui, les élèves ont un accès accru aux informations et aux connaissances en faisant des recherches sur les thèmes abordés en classe. Oui, si je prends les secondes langues (LV2), les professeurs donnent des textes à traduire. Les élèves viennent utiliser des traducteurs qui font le mot à mot et arrangent le texte traduit.   2008-12-22

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.

Ce qu’on fait en Histoire géographie, on va sur le net pour compléter le cours et mettre à jour les données. En littérature par exemple si on travaille sur Victor Hugo on va sur le net pour compléter le cours du professeur. On fait des recherches sur la biographie des auteurs afin de mieux les connaître. On télécharge les informations recueillies et fait un document qu’on va exposer, et on imprime aussi.   2007-11-27

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.

On n’a pas encore commencé, mais on va le faire bientôt. En fait cette question est un peu complexe, il faut que l’élève puisse justifier sa source. On les apprend à le faire, mais quand ils font les exposés ils se débarrassent des documents juste après. Sinon on ne peut parler de production à proprement parler.   2007-11-27

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  2008-02-24

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.

Oui, l'établissement a un plan d'intégration des TIC qui consiste a mettre à la dispsotion des élèves une brochure, reatauration et revision des machines et des salles informatiques? formation continue des enseignants.  Document joint : strategie_integration_kodonso.pdf 2008-02-08

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.

No  2007-11-27

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.

Oui l'école à une stratégie de maintenance qui consite à utiliser des onduleur pour l'instabilité du courant, l'entretien de tout la matériel chaque trimestre et réévaluation anuuelle du matériel afin de procédre à des renouvellement.  Document joint : strategie_maintenance_kodonso.pdf 2008-02-08

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.

No  2007-11-27

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.

Oui, la communauté à accès, le plus souvent c'est naviguer sur le net, mais des fois c'est pour la saisie des textes. L'accès est repgémenté et est payant.   2008-02-24

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

7.4.1 Number of managers	8  2008-02-24
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).	Proviseur ; qui est le premier responsable de l'établissement; Censeur : qui s'occupe de la gestion pédagogique de l'école: emploi du temps, repartition des cours, calcul des notes, gestion des enseignants. Surveillants : gestion des élèves surtout en matière d'inscription et de disciplines. Les chefs de comité pédagogiques : cellule regroupant les enseignants d'une même discipline. Il s'occupe de la bonne éxécution des enseignements dans la discipline.  2008-02-24
7.4.3 Number of managers trained to use ICT	8  2008-02-24
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.	Il s'agit juste d'une initiation à l'outil informatique afin que nous puissions l'utiliser pour nos tâches quaotidiennes. Après on s'est formé sur le tas.  2008-02-24
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (8 / 8)  2008-02-24
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.	2  2008-02-24
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.	6  2008-02-24
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.	2  2008-02-24
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.	6  2008-02-24
7.4.10 Percentage of female managers in the institution	25.00 % (2 / 8)  2008-02-24
7.4.11 Percentage of male managers in the institution	75.00 % (6 / 8)  2008-02-24
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (2 / 2)  2007-11-27
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (6 / 6)  2007-11-27

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.	A travers le site les parents ont accès au bulletin des enfants et peuvent faire des suggestions allant dans le sens de l'amélioration des pratiques éducatives. Le site permet de faciliter la collaboration entre l'autorité de tutelle et notre école sur le plan pédagogique et administratif.  2008-02-24

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.	Les cours magistraux des professeurs ne sont plus les seules sources d'enseignement et apprentissage. Le rôle du maitre a changé il devient de plus en plus un guide qui indique et oriente les apprenants. Les équipements audio visuels sont devenus partie intégrante de l'enseignement /apprentissage.  2008-02-24

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.

Sur le pla adminsitratif les TIC ont facilité la gestion de la scolarité (liste des élèves, traitement des notes, emploi du temps), communication entre les gestionnaires de l'école et entre école et parent d'élèves. Pour le personnel enseignant accès aux sources d'informations (préparations des cours, recherche de supports de cours). Ce qui permet d'enrichir et de renouveller les contenus enseignés.  2008-02-24

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.	8  2008-02-24
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.	Bonne maîtrise de Word et excel ainsi que les logiciels de traitements des notes(escolar) et de confection des emplois du temps (EDT).  2008-02-24
7.8.3 Percentage of managers with email addresses	100.00 % (8 / 8)  2008-02-24

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.	Insuffisance du nombre d'ordinateur par rapport aux effectifs de l'établissement (20 poste pour 600 élèves). Le fait que l'informatique ne soit pas dans le programme officiel est aussi un handicap, car beaucoup d'élèves ne le prend pas au serieux car pas évalué comme les autres disciplines..  2008-02-24

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.

Conception et édition du magazine de l'école "Kalnak" par les élèves avec l'assistance des professeurs d'informatique  2008-02-24

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.	259  2008-03-08
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.	259  2008-03-08
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	258  2008-03-08
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.	258  2008-03-08
9.1.5 Percentage of male learners who have access to computers	100.00 % (259 / 259)  2007-11-27
9.1.6 Percentage of female learners who have access to computers	100.00 % (258 / 258)  2007-11-27

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.	38  2008-03-08
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.	38  2008-03-08
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	2  2008-03-08
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.	2  2008-03-08
9.2.5 Percentage of male teachers who have access to computers	100.00 % (38 / 38)  2007-11-27
9.2.6 Percentage of female teachers who have access to computers	100.00 % (2 / 2)  2007-11-27

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.

Aucun impact n'est signalé par le manager.  2008-03-08

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  2007-11-27
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  2007-11-27
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.	Puisqu'il n' y a pas d'apprenants aucun impacts n'est signalé.  2008-03-08
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-11-27

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.

Tout ce que je fais c’est de l’arabe au français et vice –versa donc je ne peux rien sur les autres langues. A ce niveau le seul problème qui existe ce sont les ponctuations des voyelles arabes qu’il faut mettre à la main. C’est rare, peut être les élèves de la terminale lettre, ils ont un professeur qui demande de faire des exposés dans une langue nationales. Ils viennent faire des recherches pour voir s’ils trouvent des informations sur la langue afin de préparer l’exposé.   2008-12-22

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.

Data not available 2007-11-27