ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-11-28
2.1.2 Percentage of computers connected to the Internet	100.00 % (22 / 22)  2008-12-14

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-11-28
2.2.2 Types of connection and bandwidth	Oui, l'établissement dispose d'une connexion Internet. Une connexion ADSL avec 256kbps.  2008-04-01
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.	22  2007-11-28

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	33  2010-07-23
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	22  2007-11-28
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.)	20  2007-11-28
2.3.4 Ratio of educators to computers	1.65 (33 / 20) educator(s) per computer  2008-12-01

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	614  2010-07-23
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  2007-11-28
2.4.3 Ratio of learners to computers	30.70 (614 / 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  2007-11-28
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.	Oui, il y a un technicien chargé de la formation des élèves et des enseignants. Il assurent aussi l'entretien et la maintenance des équipements. 4.12 Publications et recherches connexes relatives à l'intégration des TIC en éducation   2008-03-21

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, Word, Excel, Access, Frontpage   2008-03-22

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-11-28

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-11-28

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	4  2007-11-28
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	1  2007-11-28
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	12.12 % (4 / 33)  2007-11-28
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	3.03 % (1 / 33)  2007-11-28
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  2008-03-21
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	3  2008-03-21
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  2008-11-03
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  2007-11-28
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	25.00 % (1 / 4)  2007-11-28
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	10.34 % (3 / 29)  2008-03-22
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	25.00 % (1 / 4)  2007-11-28
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 / 29)  2007-11-28

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

3.12.1 ICT-integration index score	Data not available  2007-11-28

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  2008-03-22
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)  2008-03-22

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)	1.0  2007-11-28
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.	1.0  2008-12-14
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.	1.0  2008-12-14
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2007-11-28

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.

Moi je fais des recherches sur Internet, je saisie les leçons et les devoirs. En sciences physiques on fait la même chose, on va dans les cybercafés pour la préparation de nos cours. Moi je suis formateur en Informatique, on utilise l’ordinateur pour initier les élèves. J’utilise Internet pour la mise à jour. J’utilise Internet pour la mise à jour de mes notes de cours, pour les recherches pédagogiques, la saisie des sujets. J’utilisai déjà la méthode de l’Enseignement Assisté par Ordinateur au lycée Excellence et j’ai trouvé que c’est une très bonne chose pour la formation des élèves. Notre établissement a pris l’option d’introduire l’ordinateur dans la formation des élèves depuis la 7è. Les bulletins sont informatisés et l’informatisation commence à atteindre un niveau acceptable et les TIC font partie de notre vie. En tant qu’administrateur de réseau je travaille sur Internet et ici on utilise l’ordinateur pour combattre le temps.   2008-12-14

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  2007-11-28

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.	Nous travaillons sur Word et Excel. On fait des classifications, des présentations, des tableaux et des graphiques. On apprend également comment dessinez un tableau, comment calculez dans un tableau et comment calculez des notes. On utilise Excel pour calculez, PowerPoint pour faire la publicité et Word pour écrire des textes. On utilise aussi Internet pour faire des recherches, communiquer par courriel et par chat. On lit aussi les informations, on saisie et on joue. On télécharge aussi de la musique.  2008-12-14
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  2007-11-28
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.	Nous utilisons toutes les ordinateurs et Internet. Cette utilisation se fait à l’école, à la maison et dans les Cybercafés. A l’école on l’utilisation est d’une heure hebdomadaire, à la maison l’usage varie entre une et trois heures par jour. C’est au cybercafé que l’usage est très variable certaines pratique le net 2 heures par jour, tandis que d’autres ne l’utilisent que 2 à 3 heures par semaines. Il s’agit surtout d’élèves qui disposent du net à la maison. Le net est utilisé pour préparer les exposés, pour faire des recherches sur les cours de Biologie, Mathématiques, Sciences physiques, de Géographie et d’Informatique. Le net utilisé aussi pour chercher des exercices. Le professeur d’Informatique nous donne des exposés à faire et nous incite à aller sur le net pour faire des recherches afin d’améliorer nos connaissances.  2010-07-23
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.	Les ordinateurs et l’Internet sont utilisés à l’école, à la maison et au cybercafé. Le temps d’utilisation à l’école est d’une heure par semaine. L’utilisation à la maison est de 2 à 6 heures par semaine, mais il y a un qui l’utilise 4 heures par jour. Le net est utilisé pour faire des recherches sur les cours de Biologie, Physique- chimie, d’histoire, de philosophie et d’Informatique. Ils utilisent aussi le net pour télécharger de la musique et pour chatter. L’apprentissage est la principale raison pour laquelle ils utilisent le net. Pour cela le professeur d’Informatique joue un rôle central car ils nous donnent des exposés à faire et nous demande surtout d’aller faire des recherches sur le net.   2010-07-23
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?	Les élèves sont des utilisateurs des réseaux sociaux, elles sont inscrites sur FaceBook, Hi5 pour la majorité et quelque fois sur Myspace. Elles échangent avec des amis, elles font des commentaires sur des points qui sont en discussion. Pour les élèves HI5 est un site où elles rencontrent des gens afin d’échanger et de mieux les connaître. Avec les réseaux sociaux elles chattent, et font des recherches dans les différentes disciplines (Biologie, mathématiques, Physique, Informatique et géographie. Elles cherchent aussi des informations. Elles partagent aussi des informations avec les amies et posent aussi des questions ayant trait à leur cours et d’autres problèmes de culture.  2010-07-23
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?	On connait les réseaux sociaux et on les utilise pour chercher des amis et échanger avec des parents. On utilise HI5, Facebook. On utilise aussi Skype pour échanger en plus des réseaux sociaux. Avec HI5 j’échange avec mon frère, j’utilise beaucoup de réseaux sociaux, je discute avec les gens, je mets mes photos. On pose des questions, on échanges sur les exercices ; Souvent aussi on échange avec des professeurs surtout pour les cours de philosophie. En plus on utilise aussi les forums pour poser des questions. On demande aussi des conseils, On va aussi sur Vidéo mathématiques. Je fais des recherches sur les sciences physiques.   2010-07-23

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.	19  2008-03-21
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).	1  2008-03-21
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).	Cours d'informatique  2008-03-21
4.5.4 The percentage of courses taught using ICT	5.26 % (1 / 19)  2008-12-01

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 un gain de temps énorme. Il y a l’enthousiasme des professeurs, des élèves et du promoteur de l’établissement. L’utilisation de l’ordinateur a permis de contracter le temps. Au début il y avait la curiosité, on a essayé et on a vu que c’est très utile. Pour toute information on a recours à Internet qui est une source d’information très riche. Beaucoup d’élèves ont Internet à la maison, ils fouillent énormément et trouve des ressources sur le cours dispensé à l’école. Avec la formation reçue nous avons pu trouver plusieurs sites intéressants pour notre enseignement. Internet nous a permis de lier la théorie à la pratique et avec Encarta on arrive à comprendre facilement plusieurs éléments du programme. Pour moi avec Internet c’est la culture de l’excellence qu’on recherche dans notre établissement. On a facilement les sujets d’autres établissements à travers le monde ce qui nous permet de faire des comparaisons avec ce qu’on fait.   2008-12-14

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.

Ici on a plusieurs défis aux quels nous sommes confrontés. Il y a d’abord l’insuffisance de poste de travail compte tenue des effectifs de l’établissement, ensuite la salle n’est pas encore connectée à Internet. Nous avons la connexion seulement au niveau de l’administration. De plus les machines sont vétustes. Une autre difficulté c’est l’arrivée de nouveaux élèves qui n’ont pas fait leur cycle fondamental à Cheick Anta Diop, et qui n’ont pas reçu de formation en informatique. Nous sommes obligés de le mettre à niveau pour pouvoir suivre avec les autres.   2008-12-14

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.

Ce sont les pratiques en dehors de l’école qui nous facilite l’utilisation de l’ordinateur. Les cours à l’école aussi joue un rôle important car ça nous permet de mieux maîtriser l’outil.  2008-12-14

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.	La plus grande difficulté qu’on rencontre est le manque de matériel à l’école. En plus l’équipement disponible est vétuste et certains d’entre nous n’ont pas accès à l’ordinateur en dehors de l’école.   2008-12-14

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.

Nous avons besoin d’apprendre les notions de base de l’utilisation d’un ordinateur. Il nous faut maîtriser les outils de traitement de texte, le tableur et PowerPoint. Il est aussi indispensable de maîtriser les outils de recherches et apprendre aussi à utiliser des logiciels spécifiques à nos disciplines. Pour cela il faut dans un premier temps une formation de base puis une formation plus poussée. Il faut aussi de la volonté de notre part et que nous nous disons que cela est très important pour notre métier d’enseignant. Surtout ici dans notre établissement beaucoup d’élèves disposent d’ordinateurs qui sont connectés à Internet, si on ne fait pas attention les élèves seront mieux informés que nous sur les cours que nous dispensons. Nous devons être constamment à jour afin de mieux répondre aux attentes de nos élèves..   2008-12-14

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.	Nous avons besoin d’avoir les notions de base, ensuite il faut chercher à comprendre, prendre des informations avec des amis et les enseignants d’informatique.  2008-12-14

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).

Publication (2011-05-13)   2011-05-13

4.12.2 Number of ICT in education-related research publications

1  2007-11-28

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.

Initiative Pionnière (2011-05-13)   2011-05-13

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-11-28

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.	Je ne les utilise pas car l’accès ne m’est pas facile. Les TIC m’aident à bien préparer les cours, à les mettre à jour, à diversifier le contenu des leçons et à utiliser des mots simples. Les technologies me permettent d’accélérer la préparation des leçons et constituent une source très précieuse d’information et de documentation. Je les utilise pour enrichir l’information donnée aux élèves et condenser les résumés. Elles ont un impact positif car les recherches sont faciles à mettre en œuvre. Les TIC permettent de faire des comparaisons avec les cours dispensés dans d’autres pays et de bénéficier de certaines parties de ces cours et des exercices d’applications. Les ordinateurs permettent de sauvegarder le travail, de faire de mise à jour, d’actualiser les données et de tenir des statistiques. Grâce aux TIC on arrive à être au même niveau d’enseignement que les autres pays, elles nous facilitent les préparations et la conservation des cours.   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.	Les TIC permettent la production de documents grâce à Word et Excel, en plus de faire des recherches bibliographique sur Internet. Elles permettent d’avoir des chiffres actualisés sur les différents taux de mortalité, natalité, fécondité, nuptialité et autres. Elles permettent de mieux comprendre le degré de compréhension et d’analyse des élèves. Les technologies ont permis d’améliorer les résumés données en classe. Grâce aux TIC le problème de laboratoire est en partie résolu car on a accès à des animations de beaucoup de travaux pratiques. Elles ont aussi permis un meilleur enchaînement des idées contenues dans les leçons, l’instauration d’un dialogue permanent et une bonne analyse du comportement des élèves pendant les cours. Il y a une amélioration de l’enseignement et permis d’enseigner avec une pédagogie appropriée à la circonstance   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 permettent de faire une bonne évaluation. Je les utilise pour les questions et les sujets que je donne aux élèves. Les technologies ont permis d’abandonner les évaluations surprises, de rejeter des questions compliquées et de multiplier les questions. Il y a eu une amélioration des évaluations. Maintenant je fais des évaluations automatisées. On fait aussi des évaluations ciblées c'est-à-dire permettre aux élèves en difficulté de revenir au même niveau que les autres de la même classe. Avec les technologies les évaluations sont devenues simples car on fait l’évaluation formative et l’évaluation sommative, ce qui permet d’avoir des résultats à hauteur de souhait.   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 élèves utilisent soit l’Intranet local ou le service de messagerie pour communiquer, avec ce système on réduit le gaspillage de feuille. En plus la correction se fait par suivi et modification. Les élèves disposent de mon courriel mais on n’utilise pas ce mode de communication pour l’instant. Il y a eu un impact sur l’écoute qui est devenue active. Je les envoie surtout faire des recherches avec Google ou d’autres outils de recherches. Pour le moment on n’utilise pas le mode de communication par courriel pour les taches scolaires.   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.	Si on utilise les TIC à des fins pédagogiques, ça pourrait nous aider pour faire des recherches sur les thèmes traités en classe et d’approfondir nos connaissances sur les thèmes traités en classe. Bien sur car c’est complémentaire à ce qu’on fait avec les livres, de plus les données sur le net sont plus à jour surtout en géographie. Les technologies permettent de faire des mises à jour du savoir à transmettre et donnent des informations détaillées sur certains thèmes comme l’exode rural, la vie en campagne. Avec l’ordinateur on ne fait que réfléchir sur les meilleures méthodes d’enseigner avec cet outil. Oui car on prépare mieux les cours et on arrive à les mettre à jour via d’autres enseignants qui ont les cours sur le net. Oui il y a une remise ne cause perpétuelle de soi même avec les nouvelles méthodes de travail et d’apprentissages et le développement de l’approche par compétence.   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.

Depuis que nous utilisons l’ordinateur et Internet nous avons constaté une amélioration au niveau de nos études. Les recherches sont devenues plus faciles. Il y a eu une évolution technologique et l’ordinateur est un outil complémentaire de travail. On accès à l’information et aux connaissances ce qui permet de comprendre facilement les cours enseignés en classe.  2008-12-14

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.

Nous avons besoin de formation et aussi de moyens technologiques car notre parc d’ordinateurs est vétuste et insuffisant. C’est vrai qu’on a eu une formation de base pour certains, mais en général on se débrouille tout seul et pour aller plus loin il nous faut une formation appropriée et des outils technologiques. Il faut aussi des logiciels spécialisés pour chaque discipline et des vidéo projecteurs, ainsi on pourra mieux former nos élèves.   2008-12-14

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.

Nous avons constaté un accès plus facile et plus concret aux ressources. Il y a des tâches qui sont devenues plus facile notamment la recherche d’information et la création de boite email. La création de films aussi est facilitée avec Windows Movie Maker de même que la retouche de photos. On réalise plus facilement des diaporamas de photos et on arrive à créer rapidement des Blogs.  2008-12-14

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 TIC ont un impact très positif sur les élèves, j’ai pu le constater quand j’étais au Lycée Excellence on utilisait l’enseignement assisté par ordinateur. On faisait deux heures de cours par semaine et on remarque une nette amélioration du niveau des apprenants. Ici au Lycée Cheick Anta Diop je communique l’adresse du site et les élèves effectuent des recherches et viennent avec les informations obtenues. Certes l’impact est positif, mais il n’est pas à hauteur de souhait, car les élèves n’ont pas encore compris ce que les TIC peuvent leur apporter sur le plan éducatif. Ils ont tout dont ils ont besoin, s’ils arrivaient à voir le coté éducatif ils ne quitteront plus les ordinateurs. Je pense qu’il faut une plus grande sensibilisation, ceux qui ont compris l’intérêt en éducation creuse déjà l’écart entre eux et les autres. Les TIC ont développé le mental des élèves, ils peuvent se cultiver et peuvent poser des questions aux autres élèves et aux professeurs.   2008-12-14

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.

On a surtout fait du traitement de texte pour saisir nos rapports de stage. Nous avons aussi presque tous crée des blogs. Exemple : http://www.wechstar.shyrock.com http://www.oudia123456789.shyrock.com http://empereurcheickoumar.shyrock.com   2007-11-28

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 TIC ont aidé nos élèves à produire des documents lors des exposés, où ils font des résumés et présentent les travaux. Moi mes élèves ont produit l’année dernière un document sur le lombric, ils ont fait des recherches et produit un document. Ils ont apporté des informations sur cette espèce que je ne connaissais pas. En Lettres il y a surtout des recherches sur les auteurs, ils viennent me voir et je les montre les outils à utiliser pour les recherches et les exposés. En classe de SH les élèves travaillent sur des thèmes en Histoire et Géographie. Ils font des recherches sur Internet et apporte des informations très importantes et qui sont à jour par rapport à ceux qu’on a dans les ouvrages qui sont déjà dépassés   2007-11-28

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.

No  2007-11-28

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.

Non, nous n'avons pas un plan écrit et penser car pour le moment les TIC ne font pas partie du programme officiel. Mais compte tenue des apports des TIC nous avons jugé utile de les utiliser dans notre établissement.  2007-11-28

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  2007-11-28

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.

Nous n'avons pas mis un plan de mainteanance et de renouvellement, mais nous traitons au cas par cas. Si une machine est en panne et que le technicien ne peut le depanner on fait appel à un prestataire exterieur. Les machnines non utilisables sont remplacées en debut d'année scoalire.  2007-11-28

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  2007-11-28

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.

Non, la communauté n'a pas accès à notre salle informatique.  2008-03-22

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

7.4.1 Number of managers	6  2007-11-28
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, qui s'occupe de la gestion administrative; Censeur qui s'occupe de la gestion pédagogique, c'est le directeur des études, qui gère les enesignants, les élèves et les emplois du temps. Surveillant qui s'occupe de la gestion de la discipline au sein de l'établissement. Econome : qui s'occupe de la gestion financière et materielle de l'établissement. Deux sécrétaires chargées du courrier et des travaux de saisie.  2008-03-22
7.4.3 Number of managers trained to use ICT	6  2007-11-28
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.	Nous avons reçu une formation de base permettant de mettre en marche un ordinateur et de faire des saisie de texte.   2008-03-22
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (6 / 6)  2007-11-28
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  2008-03-22
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.	4  2008-03-22
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  2008-03-22
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.	4  2008-03-22
7.4.10 Percentage of female managers in the institution	33.33 % (2 / 6)  2007-11-28
7.4.11 Percentage of male managers in the institution	66.67 % (4 / 6)  2007-11-28
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (2 / 2)  2007-11-28
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (4 / 4)  2007-11-28

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.	Developpement d'un programme ACCESS, qui nous permet de dégager des statistiques fiables sur l'effectif des élèves, le nombre d'admis, les mentions et les tableuax d'honneur.  2008-03-22

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.	Saisie des sujet d'évaluation par les enseignants, Informatisation des bulletins de notes.  2008-03-22

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.	Amélioration de la qualité de l'enseignement par le biais de l'Internet.  2008-03-22

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.	1  2008-03-22
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.	A part les sécrétaires, les managers ont un niveau passable.  2008-03-22
7.8.3 Percentage of managers with email addresses	16.67 % (1 / 6)  2007-11-28

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.	L'enseignement des TIC reste officieux au niveau du secondaire. Le temps alloué à l'informatique est trop restreint; Le parc informatique n'est pas renouvellé.  2008-03-22

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.

Dans le cadre de l'emission cybernetic, le Lycée a participé au concours sur la création de site web dynamique pour l'établissement, et nous avons remporté le premier prix.  2008-03-22

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.	360  2010-07-23
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.	360  2010-07-23
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	254  2010-07-23
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.	254  2010-07-23
9.1.5 Percentage of male learners who have access to computers	100.00 % (360 / 360)  2007-11-28
9.1.6 Percentage of female learners who have access to computers	100.00 % (254 / 254)  2007-11-28

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.	29  2010-07-23
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.	29  2010-07-23
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	4  2010-07-23
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.	4  2010-07-23
9.2.5 Percentage of male teachers who have access to computers	100.00 % (29 / 29)  2007-11-28
9.2.6 Percentage of female teachers who have access to computers	100.00 % (4 / 4)  2007-11-28

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.

Partage de l'information; Accès rapide aux contenus et à l'information  2008-03-22

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  2007-11-28
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  2007-11-28
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.	Attentes ont été comblées; Demande d'amélioration du contenu des formations et l'intégration d'autres programmes comme Access.  2008-03-22
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-11-28

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.

Au niveau on affectivement des problèmes, d’abord la majorité des documents sont en anglais sur le net. En sciences physique on utilise un logiciel qui est en anglais c’est un handicap. L’informatique est surtout en langue anglaise, et c’est encore plus pénalisant pour celui qui ne parle pas français. Toutefois les outils linguistiques disponibles sur le web permettent de traduire les documents. Mais il y a des incohérences, il faut être très attentif pour ne pas prendre textuellement les traductions. Le problème de langue est réel, il faut bien maîtriser le français et l’anglais pour travailler efficacement sur le net, ce qui n’est pas très facile dans le contexte actuel caractérisé par une baisse généralisée du niveau en français des élèves au Mali.   2008-12-14

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 2007-11-28