ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-03-13
2.1.2 Percentage of computers connected to the Internet	37.50 % (18 / 48)  2009-09-21

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-03-13
2.2.2 Types of connection and bandwidth	ADSL 512 en cours de mutation vers l'ADSL 1024.  2008-04-08
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.	18  2008-04-08

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	72  2008-04-04
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	48  2008-04-08
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.)	8  2008-04-08
2.3.4 Ratio of educators to computers	9.00 (72 / 8) educator(s) per computer  2009-09-21

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	713  2008-04-08
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.)	22  2008-04-08
2.4.3 Ratio of learners to computers	32.41 (713 / 22) student(s) per computer  2009-09-21

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  2007-03-13
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.	Data not available 2007-03-13

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.

- Word - Excel - Publisher, - Sary, - Best Grade et - Power Point   2008-04-08

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-03-13

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-03-13

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  2007-03-13
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	36  2007-03-13
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	50.00 % (36 / 72)  2007-03-13
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	50.00 % (36 / 72)  2007-03-13
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.	5  2008-04-04
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	31  2008-04-04
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.	5  2008-04-04
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.	31  2008-04-04
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 % (5 / 10)  2008-04-04
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	50.00 % (31 / 62)  2007-03-13
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	50.00 % (5 / 10)  2008-04-04
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	50.00 % (31 / 62)  2007-03-13

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

3.12.1 ICT-integration index score	Data not available  2007-03-13

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)	9.0  2009-09-21
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.)	6.0  2008-06-24
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	12.0  2009-04-15
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.50 (6 / 12)  2008-04-04

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)	5.0  2007-03-13
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.	5.0  2009-02-26
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.	5.0  2009-02-26
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (5 / 5)  2007-03-13

4.3 The types of ICT use by educators

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

Les éducateurs utilisent principalement les TIC pour faire des recherches de ressources sur Internet et pour assurer la production de documents. Les ressources portent sur des connaissances, sur des exercices relatifs aux cours qui sont téléchargés au niveau de sites bien indiqués. La production de documents à partir de l’ordinateur participe de l’évaluation des apprentissages. En outre, certains éducateurs déclarent procéder à des recherches sur Internet pour enrichir leurs connaissances, mais aussi incitent leurs élèves à en faire de même et surtout à se connecter sur des sites comportant des sujets d’examen et des exercices.   2009-09-21

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  2007-03-13

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	- Les élèves prétendent qu'ils utilisent parfois le logiciel Word pour le traitement de texte, et le logiciel Excel pour les opérations, faire des calculs, le traitement de certaines données, par exemple pour faire des tableaux de serre.   2009-09-21
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  2007-03-13
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.	Les filles déclarent utiliser l’ordinateur principalement à l’école et à la maison e ; certaines (2 sur 5) fréquentent aussi le cybercafé (le soir le plus souvent). Elles déclarent y utiliser l’ordinateur pour… « faire des recherches, tirer des exercices » « recueillir des informations sur la vie et l’avancée de la technologie » Celles qui préfèrent l’utiliser à la maison déclarent qu’elles y sont plus à l’aise et qu’elles y disposent de suffisamment de temps » L’une des filles déclare qu’elle se sent mieux au cyber qu’à l’école : « c’est tranquille au cyber et on est libre de faire ce que l’on veut » ; une autre fille trouve le cyber « mieux équipé et plus tranquille »   2011-12-05
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.	Tous les élèves interrogés ont accès à l’ordinateur à l’école et en dehors de l’école. En dehors de l’école, deux d’entre eux y ont accès à la maison et au cybercafé et les 4 autres n’y ont accès qu’au cybercafé. Pour tous l’accès au cyber est plus fréquent ; il se fait l’après-midi ou le soir ; ils y utilisent l’ordinateur pour se documenter sur les cours, pour échanger avec des amis et pour chercher des informations sur l’actualité au niveau mondial. Ceux qui préfèrent utiliser l’ordinateur à la maison disent qu’ils s’y sentent plus à l’aise ou ne disposent pas de moyen pour payer au cyber : « je crois que c’est plus pratique de rester chez vous et de se connecter voir ce que tu veux .Par exemple si on va au cyber peut-être on est dérangé et on ne sera pas à l’aise pour bien s’informer. Il vaut mieux rester à la maison si vous en disposez. » ; « Je préfère la maison parce qu’on est plus à l’aise à la maison. Des fois on recherche des informations qui sont secrètes on veut être seul » ; « Au cyber il y a parfois des dérangements c’est plus normal pour moi c’est plus à l’aise d’aller à la maison » ; « parce qu’au cyber on n’aura pas les moyens pour se connecter là bas mais à la maison on peut avoir plus de temps et plus à l’aise pour se connecter ».   2011-12-05
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?	Toutes les filles interrogées déclarent connaitre facebook ; elles ne l’utilisent pour apprendre mais pour discuter avec des amis   2011-12-08
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?	Tous les élèves interrogés déclarent connaitre Facebook ; les uns (3) disent l’utiliser pour apprendre , les autres(3) par contre reconnaissent l’utiliser « pour échanger des idées avec des amis », « pour se divertir » « pas pour apprendre mais pour dialoguer » Quelques témoignages sur l’utilisation de Facebook à des fins d’apprentissage : « Dans notre groupe souvent avec Facebook on lance des sujets d’actualité tels que la violence, la corruption etc. Aussi on y donne des sujets d’intelligence concernant l’éducation, concernant la lecture, les livres. Aussi on y donne des sujets de mathématiques par exemple les équations, inéquations mais on exige aux gens de les traiter voir ce qu’ils vont trouver ou ce qu’ils ne vont pas trouver » ; « J’utilise Facebook pour apprendre car dans notre groupe , il y a des membres qui lancent des commentaires sous forme de questions- réponses »   2011-12-08

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.	Data not available  2007-03-13
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).	Data not available  2007-03-13
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).	- Informatique en classe de : • Seconde G : environnement Windows + Etude d’un logiciel de traitement de texte (Word) • BEP1 Comptabilité : IDEM • Première G et BEP2 Comptabilité : approfondissement Word + Etude de tableaux (Excel) • BEP1 et 2 CASI : Environnement Windows + Traitement de texte + Etude tableaux Excel et Etude des graphiques + Publipostage.   2009-02-26
4.5.4 The percentage of courses taught using ICT	Data not available  2007-03-13

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.	Parmi les facteurs qui favorisent l’utilisation des TIC, les éducateurs ont cité, l’initiation des apprenants à l’utilisation des applications et leur orientation en matière de recherche sur Internet. Eu égard à la masse d’informations que comporte le net, il est bon de préparer les élèves à y intervenir pour éviter toute perte de temps.   2009-09-21

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.

Les facteurs indiqués par les éducateurs comme défis à l’utilisation des Tic ont trait principalement à l’insuffisance du matériel informatique, à son caractère obsolète ainsi qu’à des difficultés de connexion. Le ratio machines/utiisateurs est très faible, ce qui pose le problème de l’accès aussi bien pour les élèves que pour les éducateurs Les pannes de machines causent beaucoup de pertes de temps ; les conditions de travail sont très difficiles avec le peu des machines qui fonctionnent au niveau de la salle informatique.   2009-09-21

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.

- Un bon encadrement, - une bonne initiation   2009-03-31

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.	- Problèmes de connexion - Pas assez de machines   2009-03-31

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

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.	Selon les éducateurs, l’utilisation des TIC suppose une formation initiale en Word, Excel et Internet, mais aussi en Power-Point et en réseaux. Il est bon également d’avoir des connaissances en maintenance informatique. La durée de la formation initiale en TIC s’avère insuffisante, ce qui explique les manquements qui se répercutent dans l’enseignement dispensé.   2008-12-15

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.	- Un bon encadrement parce qu'avec Internet il y a des avantages mais aussi des inconvénients.  2009-02-26

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).

Quelques précisions (2011-12-16) Quelques précisions (2011-12-16) Quelques précisions (2011-12-16)   2011-12-16

4.12.2 Number of ICT in education-related research publications

3  2008-04-04

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 TIC (2011-09-27)   2011-09-27

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-03-13

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.	Témoignage d'enseignants : Je suis professeur de langues (Anglais) et c'est sur le Net que je trouve mes supports pédagogiques (textes, exercices techniques de présentation). Tous mes cours sont saisis, ainsi que mes travaux dirigés. L'impact négatif c'est le manque de matériel (ordinateur portable). La conduite des leçons que je dispense est moins contraignante grâce aux TIC : accès facile et rapide à la documentation. Les TIC m'aident aussi à élaborer mes leçons. L'utilisation des TIC permet d'obtenir très rapidement des supports pédagogiques dans le Net et le renvoi dans la toile de certaines questions qui n'ont pas eu à être traitées. C'est du gain réalisé sur le temps. - La réduction du temps de préparation d'une leçon - l'amélioration de la qualité du cours - l'archivage de mes cours suivant l'ordre chronologique des leçons. Elles m'ont permis de trouver facilement le contenu de mes cours, de trouver aussi des exercices d'application patents. - Gain de temps considérables - Adaptabilité des leçons aux variations académiques (possibilité de mise à jour des leçons) - Possibilité de suivre l'évolution de certaines matières dans le temps par le biais de logiciels comme : Encarta. Facilite la compréhension et la préparation des exercices à la suite d'une recherche approfondie sur le Net et d'être au diapason de toutes les nouveautés consenties dans tous les domaines.  2009-09-21
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.	Mes élèves se rendent compte de l'actualité de mes cours, textes choisis et techniques utilisées. Les niveaux de compréhension des élèves sont largement différents. Ceci s'explique par le fait que les TIC nécessitent des moyens financiers. Les TIC facilitent la documentation, la réactualisation des connaissances surtout en géographie. L'utilisation des TIC facilitent aussi le calcul des moyennes des élèves et leur classement. En somme le travail pédagogique est aujourd'hui rendu plus facile grâce aux TIC. Les TIC ont permis d'améliorer la qualité de l'enseignement. L'information est disponible à foison dans le Net et son coût est pratiquement nul. - La clarté des explications avec des arguments solides à l'appui. - L'assurance du contenu du cours par rapport à la transmission, - l'enseignement avec aisance. Elles m'ont permis de faire un bon cours en respectant les éléments fondamentaux de la pédagogie. C'est pourquoi ce que j'enseigne, je le fais avec de la qualité et avec brio. Ne serait-ce que la saisie de mes cours, des exercices, qui nous fait gagner du temps. En effet, des supports pédagogiques sont distribués aux élèves en BEF/CASI par exemple. L'informatique nous permet de mettre à pratique les documents commerciaux étudiés, les tableaux... Elle permet de développer un esprit de recherche, de dialogue et de la documentation.   2009-09-21
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.	En comparant les nombreuses méthodes d'évaluation, j'arrive à produire de bons sujets d'examen et à faire de bonnes évaluations (depuis plusieurs années beaucoup de mes sujets sont sorties au Bac et au BEP/Compta et CASI. Les TIC facilitent la préparation de nos sujets, mais également d'afficher les corrigés des sujets. Certains sites nous renseignent beaucoup sur les différentes méthodes d'évaluation. Nous avons la possibilité d'expérimenter certaines méthodes et de faire leur évaluation. Elle m'a permis de revoir ma méthode d'évaluation à travers la correction de démarche, d'objectif. Elles m'ont permis de concevoir rapidement un sujet d'évaluation, de le corriger à bon escient. Elles m'ont permis aussi de travailler avec aisance. Etant toujours prof au niveau des BEP, l'informatique nous permet de mettre en pratique certaines matières enseignées en théorie (commerce, BC). L'enregistrement des données en vue de bien les exploiter, par des logiciels appropriés, nous a simplifié les tâches administratives lourdes.  2009-09-21
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.	Souvent des élèves envoient des exercices à corriger et je les reçois par e-mail. Tous les élèves n'ont pas les mêmes chances d'accéder à ces nouvelles technologies. L'utilisation des TIC me rapproche davantage de mes élèves en facilitant la communication entre eux et moi, surtout pour les élèves timides qui ont souvent des problèmes pour s'adresser directement à moi. Ils utilisent le courriel pour poser des questions. L'accès limité aux machines de la salle informatique du fait de leur nombre est un frein à la communication qu'on peut avoir avec les élèves via le courriel. Les impacts : - une rapide communication - une rapide compréhension - un bon rapprochement avec mes enseignés. Il serait bien qu'on pense utiliser des rétroprojecteurs (sic) pour leur préparer une grande conférence. Quant à l'envoi de questions via courriel, je l'encourage car même en dehors des heures de cours nous pouvons être en contact permanent avec nos élèves. - Les (sic) permettre de trouver des épreuves d'examen avec corrigé détaillé - les (sic) permettre aussi de compléter les cours.  2009-09-21
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, avec les TIC, on remet toujours en cause les aptitudes pédagogiques qu'on avait avant. Oui, souvent, j'échange des cours et des exercices avec les collègues d'autres établissements. L'utilisation des TIC m'a poussé à réfléchir sur mon enseignement. Souvent, je participe à des forums organisés par des enseignants et j'échange aussi des documents. Tout cela me permet de réfléchir sur mon enseignement en vue de l'améliorer. Les élèves ont maintenant la possibilité d'apprendre en dehors de l'école via le Net. Ils peuvent connaitre des choses que l'enseignant ignore. Les TIC constituent alors un moyen de réfléchir et d'améliorer notre enseignement. Bien sûr ! sur l'amélioration du contenu de mon cours, par exemple : j'enseigne la comptabilité, alors sur la partie réservée à la prévision, je me suis bien documenté à partir du moteur de recherche Google. Elles m'aident beaucoup à la réflexion surtout à la conception des cours, des sujets d'évaluation. Bien sûr que oui par exemple, par le biais de nos enseignements nous avons la possibilité de corriger nos tics, nos erreurs. NB :(micro-enseignement filmé). Oui, par exemple renouvellement et enrichissement de mes cours et les exercices ; et essayer le maximum possible d'orienter les élèves à une bonne utilisation des TIC car l'Internet à des côtés néfastes.  2009-09-21

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) "What, in general, has been the impact of ICT on your studies?" Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum.

- Les élèves prétendent que l'Internet contribue beaucoup à leur enseignement et, généralement, il y a une contrainte de temps, les éducateurs ne peuvent pas tout expliquer en classe et ils vont sur le Net pour compléter leurs cours, se documenter surtout en économie.   2009-09-21

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.

Selon les éducateurs, les TIC ont un impact positif sur l’apprentissage parce qu’ils (sic) peuvent permettre aux élèves de compléter les cours qui leur sont dispensés en classe à travers des recherches sur des sites bien déterminés. Les TIC leur donnent aussi la possibilité de mieux comprendre leurs leçons et leur permet de développer, parallèlement, l’esprit de recherche et de réflexion s’ils les utilisent rationnellement.   2009-09-21

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.

- Ils disent que l'Internet leur facilite l'accès à l'information parce que les journaux coûtent chers ; en un clic ils peuvent surfer et lire tous les journaux du pays et, surtout, compléter leur cours, se documenter, faire des exercices.   2009-09-21

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 offrent aux élèves les possibilités d’accéder à n’importe quelle information, mais aussi et surtout, d’apprendre à distance. Le savoir est donc à la portée des élèves qui utilisent les TIC quel que soit leur âge ; le seul problème qui se pose à eux c’est celui de l’accès compte-tenu de l’insuffisance du matériel mis à leur disposition.   2009-09-21

6.3 Documentation produced by learners using ICT

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

Les éléves prétendent qu'ils produisent des documents tels que des convocations, des bons de réception, des annonces, avec le logiciel Word et réalisent des bulletins de salaire, des factures, des bons de commande avec le logiciel Excel.   2007-03-13

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.

Avec les TIC, les éducateurs produisent des supports pédagogiques qu’ils mettent à la disposition des élèves. Ils incitent également les élèves à saisir leurs exposés et à présenter les résultats des enquêtes réalisées lors des sorties pédagogiques sous forme de rapports.   2007-03-13

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  2007-03-13

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.

Data not available 2007-03-13

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

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

Yes  2009-09-21

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.

Le contrat avec Mr Thierno Sow est joint  2007-03-13

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

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

Yes  2008-04-04

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.

Mise à jour très facile et rapide des connaissances et des informations.  2008-04-04

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

7.4.1 Number of managers	Data not available  2007-03-13
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).	- Le Proviseur - Le Censeur - L’intendant - Les Surveillants généraux   2008-04-04
7.4.3 Number of managers trained to use ICT	Data not available  2007-03-13
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.	Néant  2008-04-04
7.4.5 Percentage of managers trained to use ICT (in education)	Data not available  2007-03-13
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.	Data not available  2007-03-13
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.	Data not available  2007-03-13
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.	Data not available  2007-03-13
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.	Data not available  2007-03-13
7.4.10 Percentage of female managers in the institution	Data not available  2007-03-13
7.4.11 Percentage of male managers in the institution	Data not available  2007-03-13
7.4.12 Percentage of females managers trained to use ICT in the institution	Data not available  2007-03-13
7.4.13 Percentage of male managers trained to use ICT in the institution	Data not available  2007-03-13

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.	- Accroissement du rythme de travail par l’augmentation du volume des productions journalières ou hebdomadaires. - Facilitation des tâches et réduction des difficultés liées et certaines tâches répétitives, économie de temps et donc d’énergie.   2009-09-21

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.	Positif même s’il comporte des insuffisances - présentation des documents, - rapidité de la recherche (Net), - mise à jour des connaissances et ceci dans toutes les disciplines même si c’est un seul cours qui est spécialisé dans l'utilisation des TIC.   2009-09-21

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 des résultats scolaires - Amélioration de la qualité des services - Amélioration des traitements par le gain de temps et la diminution de façon très sensible des erreurs de traitement   2008-04-04

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.	Data not available  2007-03-13
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.	Utilisation de l’ordinateur pour la saisie de documents  2008-04-04
7.8.3 Percentage of managers with email addresses	Data not available  2007-03-13

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.	Les obstacles qui freinent l'atteinte des objectifs TIC sont: - La non connexion totale du lycée : salle des professeurs, bureaux des administratifs; - La vétusté du matériel surtout pour la salle de formation ou de cours; et - l’absence d’une formation continue des agents.   2009-09-21

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.

Les "success stories" en matière d'intégration des TIC incluent: - L'informatisation des bulletins de notes (par Abdoul Khadre DIALLO, Ambroise TENDENG et Moulaye Ibrahima TOURE) ; - Le traitement automatisé des bulletins - L'enregistrement de séances de débats ou d’enseignements sur caméra (par Mohamadou Lamine SY, Ibrahima Thiam) en collaboration avec les clubs de « philosophie, littérature »; et - L'engagement et l'intérêt des apprenants tout comme les enseignants.   2008-09-05

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.	366  2008-04-08
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.	366  2008-04-08
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	347  2008-04-08
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.	347  2008-04-08
9.1.5 Percentage of male learners who have access to computers	100.00 % (366 / 366)  2007-03-13
9.1.6 Percentage of female learners who have access to computers	100.00 % (347 / 347)  2007-03-13

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.	62  2008-04-08
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.	25  2008-04-08
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	10  2008-04-08
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.	3  2008-04-08
9.2.5 Percentage of male teachers who have access to computers	40.32 % (25 / 62)  2007-03-13
9.2.6 Percentage of female teachers who have access to computers	30.00 % (3 / 10)  2008-04-04

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.

Mise à jour très facile et rapide des connaissances et des informations.  2008-04-04

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.	Data not available  2007-03-13
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.	Data not available  2007-03-13
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.	- Recherche d’une grande facilité : recherche à partir du Net - Documentation grandement facilitée - Eveil et curiosité intellectuelle - Relèvement du niveau des apprenants   2008-04-04
11.1.4 Percentage of learners with special needs who have access to ICT	Data not available  2007-03-13

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.

Les éducateurs pensent qu’il serait bien de créer des logiciels dans les langues locales. Constatant que les meilleurs documents scientifiques et littéraires sont écrits en anglais et en français, une bonne intégration des TIC dans l’éducation est selon eux conditionnée par la maîtrise de ces langues. Par conséquent, lorsqu’on est analphabète, on ne peut pas utiliser l’outil informatique qui est un instrument de communication. Il faut nécessairement savoir lire et comprendre ce qui est écrit pour y trouver son compte.   2009-09-21

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 2009-03-31