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ST.KIZITO SECONDARY SCHOOL BUGOLOBI
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Informations générales
Description | This is a secondary School located in Kampala District, Mbuya Parish in Nakawa Division. It is a religious founded mixed school under the Catholic Church hence it is a private institution. The school is located in a very conducive environment with enough space for co-curricula activities though it is in an urban area. Its total enrollment is 850 students with 52 teachers. |
Niveaux scolaires | secondaire  |
Forme des maîtres ? | Non |
Privé ? | Oui |
Technique ? | Non |
Genre des étudiants | Mixte |
Milieu | Semi-urbain |
En vedette? | Oui |
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Équipement, connectivité et accès (8 sous-catégorie disponible; 6 contient des données, dont 0 document)
2.1 Nombre et pourcentage d'établissements possédant des ordinateurs
2.1.1 L'établissement a des ordinateurs ? | Oui 2008-10-14 |
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2.1.2 Pourcentage des ordinateurs branchés à Internet | Donnée non disponible 2008-10-09 |
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2.2 Nombre et pourcentage des établissements connectés sur Internet
2.2.1 L'établissement a une connexion Internet ? | Oui 2008-10-14 |
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2.2.2 Types de connexion et largeur de la bande passante | The school has an internet connection which is Broadband connection and of bandwidth 256 kpp. 2008-10-16 |
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2.2.3 Nombre d'ordinateurs branchés à Internet | 25 2008-10-16 |
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2.3 Ratio enseignant/ordinateur par établissement
2.3.1 Nombre d'éducateurs dans l'établissement | 52 2008-10-16 |
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2.3.2 Nombre total d'ordinateurs dans l'établissement  | 47 2008-10-16 |
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2.3.3 Nombre d'ordinateurs disponibles pour les éducateurs dans l'établissement  | 42 2008-10-16 |
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2.3.4 Ratio enseignant/ordinateur | 1,24 (52 / 42) enseignant(s) par ordinateur 2008-10-09 |
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2.4 Ratio élève/ordinateur par école
2.4.1 Nombre d'élèves dans l'établissement | 850 2008-10-16 |
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2.4.2 Nombre d'ordinateurs disponibles pour les élèves dans l'établissement  | 42 2008-10-16 |
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2.4.3 Ratio élève/ordinateur | 20,24 (850 / 42) élève(s) par ordinateur 2008-10-09 |
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2.5 Présence d'un assistant spécialiste en technopédagogie (ou d'un conseiller/technicien en TIC) dans les institutions éducatives
2.5.1 L'établissement a un conseiller/technicien en TIC ?  | Oui 2008-10-14 |
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2.5.2 Description du poste et/ou des fonctions professionnelles du conseiller/technicien en TIC  | The roles of the technician include computer maintenance and systems administration. This means that he does all the software installation, update and virus check on the computers. He also offers authorization on who uses the computers plus safe guarding them against theft. He is also in charge of offering training to the students and staff of the institution in packages such as Microsoft Office. 2008-10-16 |
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2.6 Types de logiciels d'application utilisés dans les établissements d'éducation
2.6.1 Noms/types de logiciels utilisés dans l'établissement  | The institution uses a number of computer software and ICTs which include the following;
Microsoft Word, Excel, PowerPoint and Access, Internet which are used for both education and administrative purposes.
The institution has computers, Printers, Scanner, Projector, Web camera, Video Camera, digital camera, Internet radio and Flas disks. 2008-10-16 |
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2.7 Rang de l'établissement dans la connexion TIC
2.7.1 Score de l'index de connexion-TIC | Donnée non disponible 2008-10-09 |
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2.8 Rang de l'établissement par rapport à leur capacité-TIC
2.8.1 Score de l'index de capacité-TIC | Donnée non disponible 2008-10-09 |
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Formation des enseignants (12 sous-catégorie disponible; 1 contient des données, dont 0 document)
3.11 Éducateurs qui ont participé à la formation permanente/au développement professionnel, avec l'intégration des TIC
3.11.1 Nombre d'éducateurs qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.2 Nombre d'éducateurs qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.3 Pourcentage des éducateurs qui ont participé à moins de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.4 Pourcentage (primaire, secondaire, tertiaire et professionnel) des éducateurs qui ont participé à plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.5 Nombre d’éducatrices (de sexe féminin) qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 15 2008-10-16 |
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3.11.6 Nombre d’éducateurs de sexe masculin qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 17 2008-10-16 |
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3.11.7 Nombre d’éducatrices (de sexe féminin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 13 2008-10-16 |
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3.11.8 Nombre d’éducateurs de sexe masculin qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 7 2008-10-16 |
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3.11.9 Pourcentage d'éducatrices (de sexe féminin) qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.10 Pourcentage d'éducateurs (de sexe masculin qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.11 Pourcentage d'éducatrices (de sexe féminin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.12 Pourcentage d'éducateurs (de sexe masculin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.12 Rang des établissements d'enseignants d'éducation par rapport à l'intégration des TIC
3.12.1 Score de l'index en intégration des TIC | Donnée non disponible 2008-10-09 |
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Utilisation/Usage des TIC (14 sous-catégorie disponible; 13 contient des données, dont 2 document)
4.1 Fréquence d'utilisation des TIC par les éducateurs pour des buts académiques
4.1.1 Moyenne des utilisations des TIC par les éducateurs pour des buts académiques (heures par semaine) | Donnée non disponible 2008-10-09 |
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4.1.3 Moyenne des utilisations des TIC par les éducatrices (de sexe féminin) pour des buts académiques (heures par semaine)  | 7 2009-02-06 |
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4.1.4 Moyenne des utilisations des TIC par les éducateurs de sexe masculin pour des buts académiques (heures par semaine)  | 7 2009-02-06 |
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4.1.5 Écart proportionnel des moyennes hommes/femmes d'utilisation des TIC pour des buts académiques par les éducateurs | Donnée non disponible 2008-10-09 |
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4.2 Fréquence d'utilisation des TIC par les apprenants/élèves pour des buts académiques
4.2.1 Moyenne des utilisations des TIC par les apprenants/élèves pour des buts académiques (heures par semaine) | Donnée non disponible 2008-10-09 |
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4.2.3 Moyenne des utilisations des TIC par les apprenantes/élèves (de sexe féminin) pour des buts académiques (heures par semaine)  | 3 2008-12-26 |
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4.2.4 Moyenne des utilisations des TIC par les apprenants/élèves de sexe masculin pour des buts académiques (heures par semaine)  | 3 2008-12-26 |
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4.2.5 Écart proportionnel des moyennes hommes/femmes d'utilisation des TIC pour des buts académiques par les apprenants | Donnée non disponible 2008-10-09 |
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4.3 Types d'utilisation des TIC par les éducateurs
4.3.1 Types d'utilisation des TIC par les éducateurs (p. ex., présentation PowerPoint, ressources sur Internet, etc.)  | The school uses:
Microsoft Word for typing, editing documents and making end of term reports
Microsoft Access as a Database for storing students information
Microsoft Excel for carrying out easy accounting and computation
Internet for content search and new knowledge searching
PowerPoint presentations using projectors especially during computer class facilitation 2008-10-16 |
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4.3.2 Exemples de productions avec les TIC par les enseignants  | 2008-10-09 |
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4.4 Types d'utilisation des TIC par les élèves
4.4.1 Types d'utilisation des TIC par les élèves (liste)  | The various ways students use ICT at school were listed and included the following:
Use Internet for surfing to find information especially news about the country and around the world at large.
Playing games to fight boredom
Typing work which the computer teacher gives students through Microsoft Word and Excel for making computations
2008-10-16 |
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4.4.2 Exemples de productions avec les TIC par les élèves  | 2008-10-09 |
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4.4.3 Points d’accès des apprenantes aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | Female learners accessed computers and Internet from computer lab at school, three participants had computers at home, five have ever gone to the Internet cafe and one access a computer from her parent’s office. The most common time for access differs according to the point of access say while at school they follow a time table to access the computer lab, while at home they can access computer when there is power and no one else is using it, for Internet cafes when one has money and has something urgent she wants to check on while for parent’s office during weekends. All the girls said computers at home were the best accessed because there is no disturbance from other students, no spending money and one could spend a lot of time on it thereby increasing the rate of learning from it. Also parents were more comfortable with their girls using computers at home than going to the cafe where they thought they would get spoilt as there is no control as well as linking up with their peers which can bring problems to them. 2010-04-26 |
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4.4.4 Points d’accès des apprenants aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | Male learners of this educational institution had different points of access for computers and Internet. To begin with, all of them had access to the computer lab which is connected to the Internet, all have ever visited an Internet cafe, six of them had access to computers at home and their parent’s offices and finally two have attended computer training out of school. The most convenient points of access were two homes and school computer lab. The former were for those who had computers at home and the later for those who accessed computers mostly while at school. The times of access differed from one point of access to another, for instance home and Internet cafes were more accessible during holidays yet while at school the only point of access was the school computer lab. The students stated that Internet cafes were a far more reliable point of access for Internet use as they are specifically meant for that compared to home and office computers. The only challenge with them was the high costs involved as well as the low speed. 2010-04-26 |
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4.4.5 Participation des apprenantes aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | Much as five students have ever heard about Facebook, and one for both MySpace and Twitter respectively only one of the female learner was on MySpace. None was on Facebook or Twitter out of the eleven participants in this discussion. The reasons for their lack of using Internet based social net working were had to find as the school is connected to the Internet but could partly be the lack of interest in ICT and the limited creativity with the Internet. The one girl who was on MySpace said that she uses it to connect with friends and family members and not for learning purposes.
2010-04-26 |
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4.4.6 Participation des apprenants aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | With regard to participation in Internet-based social networking, the male learners from this institution are use it to a large extent and this is exemplified by the fact that all the twelve participants in this discussion had hears about Facebook, seven MySpace and eight Twitter. Additionally all the twelve were on Facebook, five on MySpace and only two on Twitter. However, much as the male learners have heard and or connected to such Internet-based social networking their usage were not for academic purposes but rather social say linking up with family members and friends, sending and receiving pictures, surfing about celebrities in the world, downloading music among others. Of the three, Facebook was the most convenient because as stated by male learners it loads fast, most common, easy to use and more enjoyable compared to the rest. 2010-04-26 |
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4.5 Pourcentage de cours enseignés en utilisant les TIC
4.6 Facteurs favorisant l'utilisation des TIC par les éducateurs
4.6.1 Facteurs qui favorisent l'utilisation des TIC selon les éducateurs (150 mots)  | There are a number of factors that that support the integration of ICT by educators and they include; availability of computers and the computer lab which gives them ample time and convenience to plan and update their teaching content, Internet connectivity, ICT arouses students interest, it being less time consuming if the integration is well planned, training opportunities (peer training) from the computer technician as well as power availability not forgetting the supportive administrative policies. The other favouring factor is that almost more than half of the teaching staff are still youth which makes them very dynamic in as far as integrating ICT in their teaching is concerned. "I teach Literature and French so I type my own work and examinations as the secretary does not understand French" One teacher explained. 2009-02-24 |
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4.7 Défis inhérents à l'utilisation des TIC par les éducateurs
4.7.1 Facteurs indiqués par les éducateurs comme défis à l'utilisation des TIC (150 mots)  | There are some challenges met when integrating ICT in teaching and they include; In some subjects computers can not help like when drawing diagrams and pictures, it is sometimes hard to control students while in the computer lab as they so eager to get this and that, there is a lot of information on the Internet and students need to be guided, few computers, some educators still lack proper skills in integrating ICT in their teaching, computer rooms are very small and thus can accommodate few teachers and students at the same time and also some computer packages like for French are not on the market which makes it hard for the language teachers to fully integrate ICT in their teaching. 2009-02-24 |
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4.8 Facteurs favorisant l'utilisation des TIC par les apprenants
4.8.1 Facteurs qui favorisent l'utilisation des TIC selon les apprenants/élèves (150 mots)  | Factors identified by students that support the use of computers in the school included:
-Availability of electricity as computers can not be used without electricity
Availability of well equipped computers about 35 of them. And a computer lab.
Internet facilities and the willingness of the school administrators to continue supporting it.
Availability of teachers who are willing to help us (Students) all the time
The school offers computer as a subject which presents the student an opportunity to learn more about ICT.
2008-12-26 |
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4.9 Défis inhérents à l'utilisation des TIC par les apprenants/élèves
4.9.1 Facteurs indiqués par les apprenants/élèves comme défis à l'utilisation des TIC (150 mots)  | The following are the stated factors that challenge use of ICT as expressed by the learners.
Unstable power supply (Electricity)and the inability of the institution to have alternative sources of power like solar.
Computer viruses which sometimes fail the computer and make it hard for the students to use ICTs.
When the teachers are busy, the computer lab is locked and students can not access it. This in a way limits students chances of practicing with ICTs which they can fully integrate in their studies.
Very few computer and are almost all the time occupied when the computer lab is open.
Computers are very slow and quite often infected by computer viruses.
Frequent breakdowns of computers and delayed time to have them repaired.
2008-12-26 |
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4.10 Compétences requises pour l'utilisation des TIC (dans l'éducation) par les éducateurs
4.10.1 Compétences requises pour l'utilisation des TIC selon les éducateurs  | Most educators in this institution as observed from the discussion recieved training and have the basic ICT skills but they need to be trained more on how to publish, master Microsoft Excel program, use of computer graphics, learning how to more relevant teaching materials from the Internet among others. 2009-02-24 |
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4.11 Compétences requises pour l'utilisation des TIC (dans l'éducation) par les apprenants/élèves
4.11.1 Compétences requises pour l'utilisation des TIC selon les apprenants/élèves  | Students needed to improve their typing speed in order to effectively and conviniently use ICT in their learning.
Students expressed that they require knowledge and skills on how to access information from various websites and how they are developed. In here, students were inquisitive to learn how to have their own work posted on websites so that it can be read by others.
They also require more computers so that at least each student can have access to a computer during a particular training session. This they argued will increase their chances of mastering ICT faster compared to when the student computer ratio is still very high as it is today (1:20).
Students also require to learn how to access relevant information for daily use other than academics. In order to do that, students require to be equiped with Internet surfing skills in order to be able to access information for both academics and general life.
2008-12-26 |
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4.12 Publications et recherches connexes relatives à l'intégration des TIC en éducation
4.12.1 Les TIC dans les publications de recherche liées à l’éducation (référence et résumé; 150 mots; document le cas échéant)  | 2011-03-01 |
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4.12.2 Nombre de publications et de recherches connexes portant sur les TIC en éducation | Donnée non disponible 2008-10-09 |
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4.13 Initiatives pionnières sur les TIC en éducation
4.13.1 Initiative pionnière en matière de TIC en éducation (description, incluant les parties responsables; 150 mots; document le cas échéant)  | 2011-03-01 |
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4.14 Classement de l'intégration des TIC par établissement
4.14.1 Score de l'index d'intégration des TIC | Donnée non disponible 2008-10-09 |
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Impact sur les éducateurs (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
5.1 Impact des TIC sur l'enseignement
5.1.1 Impact des TIC (indiqué par des éducateurs) sur la planification de la leçon (150 mots)  | Eight out of the ten teachers interviewed access internet to search for relevant material/information especially that which is not found in the text books or to update their teaching notes. This information is later used for class teaching. The ICT teacher uses researched information for his lesson planning and Prepares power point presentations as part of lesson planning.
One of the teachers stated that "ICT has made my work easy in terms of lesson presentation using Microsoft powerPoint program, the use of slides speed up lesson presentation process in terms of time and period available"
Another teacher stated that "I dont use ICT for lesson planning just because what the sylabus asks for is not in any of the machines, it even makes work very complicated if we try out with every student"
2008-10-14 |
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5.1.2 Impact des TIC (indiqué par des éducateurs) sur l'enseignement en classe (150 mots)  | Nine out of the ten teachers interviewed reported that ICT makes education content practical.Giving examples of Commerce lessons where the teacher refers his students to www.Amazon.com when illustrating Internet transactions;obtaining models/diagrams from the internet that are not found in text books that is in Ceography lessons. The ICT teacher teaches computer applications using a projector which enables him to tech a big class of students at the same time.
Inspite of the above, one educator mentioned that he does not teach using ICT because there are few computers, and using them is costly in terms of time to install programs on them. 2008-10-14 |
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5.1.3 Impact des TIC (indiqué par des éducateurs) sur les méthodes d'évaluation (examens, etc. ; 150 mots)  | ICT has created an impact on the evaluation methods used in this school.
Eight out of the ten teachers interviewed have been able to prepare student exams and tests using Microsoft Word. After marking, results are entered in excel by the class teacher.
Also ICT has enabled the school to have Proper records of Students performance which has improved the period assessment of the trends in studends performance
One of the educators stated that there is no impact on evaluation caused by ICT. This is because evaluation is done manually that is marking and recording. It is usually the class teacher who prints out the final copy. Additionally, it was stated that it is very difficult to mark / evaluate students owing to the unstable power supply in the country. 2008-10-14 |
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5.1.4 Impact des TIC (indiqué par des éducateurs) sur la communication éducateur-élève (150 mots)  | The teachers indicated that ICT has not created an impact yet in regard to communication in this school.The responses given by some of the teachers as to why they do not encourage students to use internet to ask questions/post assignments was the fear that the use of such methods will distance the learners from the teachers. However, three out of ten teachers(ICT teachers) encouraged students to submit and research on assignments via email and internet during holidays.
One educator commented that there is no impact yet and he does not support the idea of students sending/ submittinig assignments via email because I feel it distances the teacher from the students and the assessment becomes impersonal.
2008-10-14 |
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5.1.5 Impact des TIC (indiqué par des éducateurs) sur la réflexion dans l'enseignement (150 mots)  | Seven out of ten teachers indicated that ICT has helped them reflect on their teaching.ICT gives them an insight into undurstanding some concepts and makes them reflect on the best ways to use power point to show diagrams, clarity purposes.
ICT teachers and the geography teacher reported that they use online discussions (chat rooms)to share and reflect on their subject content.
ICT teachers use web editor with the students to build static web pages which have been uploaded on free webhosting sites e.g www.macrokids.8k.com) 2008-10-14 |
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6.2 Impact des TIC sur l'accès des apprenants à la connaissance
6.2.1 Impacts des TIC (indiqués par les apprenants) sur l'accès à la connaissance (150 mots)  | We have increased knowledge because of surfing the web for information - Students can now surf and access any type of information they want let it be academic or general.
There is free access to local news from the internet
2008-12-26 |
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6.2.2 Impact des TIC (indiqués par les éducateurs) sur l'accès à la connaissance (150 mots)  | According to teachers students have had increased chances to access knowledge as a result of the presence of the Internet. They can ably now surf new information related to any subject of their choice which greatly help them to develop their skills as they can read for themselves new information, compare what they have been taught with what is on the Internet. However for them to benefit maximally they need to consult with the educators. 2009-02-24 |
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6.3 Documentation produite par les apprenants en utilisant les TIC
6.3.1 Impacts des TIC sur la documentation produite (indiqués par les apprenants)  | Students are able to type their work and print it or even send it to teachers through email.
Helped students to finish assignments in time and present it in a more organised way
2008-10-09 |
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6.3.2 Impacts des TIC sur la documentation produite (indiqués par les éducateurs)  | Students at this do not produce documents using the available ICT equipments. This is because it poses an extra cost to the school administration to buy papers, catridges, printers among others. However, students are given all the theory they need in order to the printing. When students reach in the candidate class they are allowed to do practical printing so as to know how it is done practically. 2008-10-09 |
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6.1 Impact des TIC sur l'apprentissage en général
6.1.1 Impacts des TIC spécifiés par les apprenants sur l'apprentissage (150 mots)  | ICT has increased students interest in learning subjects that could have been boring.
The computer course lesson is more practical and different from other lessons- able to type and print work and assignments given by the computer teacher.
Helped us to fight boredom – when bored in class go to the computer lab, play games and become fresh again – though this is not common due to the high demand
2008-12-26 |
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6.1.2 Impacts des TIC spécifiés par les éducateurs sur l'apprentissage (150 mots)  | The integration of ICT has greatly improved students' interest in learning, students link up with their fellow students and teachers and share information relevant to their academic progress, it also motivates them to study more so that they can upgrade their ICT skills for future purposes.
However, some educators say that there has been almost no impact of ICT on students learning citing the following challenges. Computers are still very few compared to the number of students, absence of other ICT equipment that facilitate learning, limited time, some students want to use ICT for playing games which negatively impact on their learning ability and finally those who do not offer it as a subject do not take it serious as it is not examinable and take for leisure. 2009-02-24 |
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TIC et gestion de l'établissement (10 sous-catégorie disponible; 10 contient des données, dont 0 document)
7.1 Nombre des établissements possédant un plan d'intégration des TIC
7.1.1 L'institution a un plan d'intégration ?  | Non 2008-10-14 |
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7.1.2 Description du plan d'intégration des TIC (150 mots et joindre le document en question)  | The institutions integration plan though not written down can be described as below; Starting to use teleconferencing, staff training to upgrade their skills, training teachers on how to use over head projector, plan to install nettop program where the school can be able to know what is taking place at school as well as teachers being able to upload their subjects, and lastly the school plan to increase on the number of computers to reduce the high student computer ratio.
2008-10-09 |
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7.2 Nombre des établissements ayant mis en place une stratégie de maintenance et de renouvellement des équipements TIC
7.2.1 L'institution a mis en place une stratégie de maintenance et de renouvellement des équipements TIC ?  | Non 2008-10-14 |
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7.2.2 Description des stratégies mises en place pour l'entretien et le renouvellement des équipements  | The institution has not got any plan for maintaining and renewing ICT equipment. The reason for this is that the hardware is still very few within the school and because there is no ICT integration plan, it prohits the establishment of the maintenance plan. 2008-10-09 |
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7.3 Nombre des établissements qui permettent à la communauté d'accéder à leurs infrastructures TIC
7.3.1 L'institution offre un accès à leurs infrastructures TIC à la communauté ?  | Non 2008-10-14 |
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7.3.2 Description des types d'accès fournis par l'institution à la communauté (150 mots)  | The school does not offer any access of its computers to the school for reasons such having few computers, fear to spoilt, fear to be stolen, not receiving any funds from government to encourage community outreach. 2008-10-20 |
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7.4 Nombre de managers (directeurs/gestionnaires/personnel administratif de l'école, etc.) formés pour utiliser les TIC (dans l'éducation)
7.5 Impact des TIC sur la gestion des pratiques éducatives
7.5.1 Impacts (indiqués par les managers) sur la gestion des pratiques éducatives (150 mots)  | The use of ICT for different purposes such as communication has transformed the working routines of the management. The management can send emails instead of the letter mails to arrange for urgent meetings.
Use of ICT for communication has been integrated in the daily work and hence increased the competence of the management. 2008-10-16 |
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7.6 Impact des TIC sur le programme d'enseignement (mathématiques, science, arts et lettres, etc.)
7.6.1 Impacts (indiqués par les managers) des TIC sur le programme d'enseignement  | The subjects that are taught using ICT
contain interactive content, use of different forms of technology and hence have increased the students' interest in learning them, students can learn faster, they appreciate the concepts taught to them much better. Some times the students can learn by themselves hence the subjects have become more student centered than teacher centered. It has also helped students to make comparisons between what teachers have taught with what is on the Internet so as to get a broader picture,there is easy communication and expression of ideas as a result of the Internet. This is because communication can goon even when the students are not with their tecahers at school.
2008-10-16 |
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7.7 Impact des TIC sur la formation permanente/les programmes de développement professionnel
7.7.1 Impacts (indiqués par les managers) des TIC sur la formation permanente/le développement professionnel en éducation (150 mots)  | The teachers have been transformed and now they can better do their work much easier and faster through automation. They can plan, research and present their course content in a more organized and interesting format. The teachers can now type their examinations and print them out instead of writing on boards, they can acquire better content for their subjects online and probably do this faster than before. 2008-10-16 |
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7.8 Habiletés des directeurs d'écoles à utiliser les TIC (compétences de base)
7.8.1 Nombre des managers d'institution possédant une adresse de courriel (email)  | 5 2009-02-24 |
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7.8.2 Description des habiletés des managers à utiliser les TIC (compétences de bases) (150 mots)  | The Manager have mastered the following ICT skills;
Microsoft office programs
Network Essentials
Website Design
Computer Graphics and
Systems Administration. 2009-02-03 |
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7.8.3 Pourcentage des managers avec des adresses de courriel (email) | 100,00 % (5 / 5) 2008-10-09 |
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7.9 Obstacles majeurs (identifiés par les managers d'écoles) qui empêchent les élèves d'atteindre les objectifs d'apprentissage avec les TIC dans leurs écoles
7.9.1 Obstacles, tels qu'identifiés par les managers, qui freinent l'atteinte des objectifs TIC de l'institution pour les élèves (600 mots)  | There are a number of barriers hindering the achievement of the institutional ICT related goals and the first being slow response in times of need especially from organisations responsible for maintainance of the ICt equipment and renewing Internet services when the time expires also the absence of many jobs to be taken care of using ICT skills demotivates the students and the institution at large from achieving its ICT related goals. 2009-02-03 |
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7.10 Leadership et bonnes pratiques dans l'intégration des TIC en éducation
7.10.1 Description des «success stories» en matière d'intégration des TIC (description, 300 mots, quoi, par qui, comment, avec quel résultat ?)  | The success story was the installation of LAN Network with a Intent for Internet. This was done by the Director of studies of the institution which was successfully installed and used up to present. 2009-02-03 |
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Genre (2 sous-catégorie disponible; 2 contient des données, dont 0 document)
9.1 Nombre des apprenantes qui ont accès aux ordinateurs
9.1.1 Nombre d'apprenants de sexe masculin  | 352 2009-02-03 |
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9.1.2 Nombre des apprenants de sexe masculin qui ont accès à un ordinateur  | 352 2009-02-03 |
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9.1.3 Nombre d'apprenants de sexe féminin  | 498 2009-02-03 |
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9.1.4 Nombre des apprenants de sexe féminin qui ont accès à un ordinateur  | 498 2009-02-03 |
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9.1.5 Pourcentage des apprenants de sexe masculin qui ont accès à un ordinateur | Donnée non disponible 2008-10-09 |
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9.1.6 Pourcentage des apprenants de sexe féminin qui ont accès à un ordinateur | Donnée non disponible 2008-10-09 |
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9.2 Nombre des enseignantes qui ont accès aux ordinateurs
9.2.1 Nombre d'enseignants de sexe masculin  | 24 2009-02-03 |
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9.2.2 Nombre d'enseignants de sexe masculin qui ont accès aux ordinateurs  | 24 2009-02-03 |
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9.2.3 Nombre d'enseignantes (de sexe féminin)  | 28 2009-02-03 |
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9.2.4 Nombre d'enseignantes (de sexe féminin) qui ont accès aux ordinateurs  | 28 2009-02-03 |
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9.2.5 Pourcentage des enseignants de sexe masculin qui ont accès aux ordinateurs | Donnée non disponible 2008-10-09 |
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9.2.6 Pourcentage des enseignantes (de sexe féminin) qui ont accès aux ordinateurs | Donnée non disponible 2008-10-09 |
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Sensibilité culturelle au contenu (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
10.1 Impact des TIC sur le développement d'une variété de contenu éducatif africain
10.1.1 Impacts (indiqués par les managers) sur le développement des contenus de cours africains  | The answer provided by the respondent is out of context and the reason for this is that it was misunderstood. However the development of African course content is helping alot to equip both students and teachers with more reach and appropriate content for their subject areas. This is currently more undertaken in the science subjects. 2008-10-20 |
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Éducation spéciale (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
11.1 Impact des TIC sur les apprenants aux besoins spéciaux
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Langue (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
12.1 Relation entre l'intégration des TIC dans l'éducation et les langues locales
12.1.1 Perception des éducateurs de la relation entre la langue maternelle des apprenants et l'intégration des TIC dans l'éducation  | To the educators, there is no relationship between the learners first language and their study of ICT. thisis so because by the time the learners enroll for studies at this institution they already know the basics in English which is the language used in facilitating ICT. 2009-02-24 |
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12.1.2 Perception des parents (ou membres de la communauté) de la relation entre la langue maternelle des apprenants et l'intégration des TIC en éducation  | Donnée non disponible 2008-10-09 |
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Fiche créée le Jeudi 09 Octobre 2008 04:32:43 UTC.
Fiche mise à jour le Mercredi 28 Avril 2010 11:06:52 UTC.
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