ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-09-30
2.1.2 Percentage of computers connected to the Internet	100.00 % (22 / 22)  2008-12-16

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-09-30
2.2.2 Types of connection and bandwidth	ADSL 512  2007-09-30
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  2007-09-30

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	15  2009-03-27
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	22  2007-09-30
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.)	22  2007-10-20
2.3.4 Ratio of educators to computers	0.68 (15 / 22) educator(s) per computer  2008-12-16

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	470  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  2007-09-30
2.4.3 Ratio of learners to computers	21.36 (470 / 22) student(s) per computer  2008-12-16

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  2007-09-30
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.	- Participer à l'initiation des nouveaux maîtres - Accompagner enseignants et élèves pour l'utilisation de l'ordinateur - Aider techniquement à se servir des CD d'enseignant - Procéder selon ses capacités aux petits entretiens des machines, installations (matériels et logiciels) et de la maintenance.   2009-02-28

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.

- ATOUT CLIC pour la formation en mathématiques du CE1 au CM2 ; - ADI pour l'apprentissage du français du CP au CE1 - ADIBOU - Encyclopédie ENCARTA - SUITE BUREAUTIQUE OFFICE Word, Excel, Access, PowerPoint, Publisher (pour la réalisation de dépliants) - LOGICIEL DE GESTION DE NOTES   2008-03-29

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-09-20

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-09-20

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	15  2007-09-20
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	15  2007-09-20
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	100.00 % (15 / 15)  2007-09-20
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	100.00 % (15 / 15)  2007-09-20
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.	8  2009-04-15
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	7  2009-04-15
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.	8  2009-02-28
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.	7  2009-02-28
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (8 / 8)  2008-01-24
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (7 / 7)  2009-04-15
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	100.00 % (8 / 8)  2008-01-24
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	100.00 % (7 / 7)  2009-04-15

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

3.12.1 ICT-integration index score	Data not available  2007-09-20

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)	14.0  2008-08-25
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.)	13.0  2009-02-28
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.)	15.0  2009-02-28
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.87 (13 / 15)  2008-09-05

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)	24.0  2007-09-20
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.	24.0  2009-02-28
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.	24.0  2009-02-28
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (24 / 24)  2007-09-20

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 déclarent utiliser l’outil informatique aussi bien pour préparer leurs leçons que pour enseigner et évaluer leurs élèves. Concernant précisément la planification (préparation des leçons) ils s’appuient sur le TIC pour concevoir leur progression ; ce qui leur donne souvent l’occasion, en cas de nécessité, de revoir, voire de reprogrammer sans difficulté cette progression. Ils utilisent pour cela les logiciels Word et Excel. Pour la recherche documentaire, ils font appel à Google qui leur permet d’accéder à des sites appropriés. Pour l’enseignement, les éducateurs utilisent, une fois les sites sélectionnés, le vidéo projecteur, formulent des consignes que les enfants suivent et exécutent ensemble en temps réel.   2008-12-16

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.

Grille de synthèse (2008-08-18) Carte d'identité scolaire (2008-08-18) Emploi du temps - salle informatique (2008-08-18) Présentation d'un cours (2008-08-18) Vocabulaire - leçon du jour (2008-08-18)   2008-08-18

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 déclarent utiliser les TIC pour : - faire des diagrammes - faire des exercices de français (orthographe, vocabulaire, conjugaison) de calcul - réaliser un projet de sensibilisation sur des préoccupations déterminées (environnement, santé civisme) - faire des recherches en histoire et en géographie Ils utilisent en général Word, Excel et Internet pour réaliser ces différentes activités.   2008-12-16
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.	Concours Scolaire francophone (2008-08-18)   2008-08-18
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.	Data not available 2011-12-12
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.	Data not available 2011-12-12
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?	Data not available 2011-12-12
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?	Data not available 2011-12-12

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	12  2008-08-18
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).	12  2009-04-18
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).	- Activités numériques ; mesure ; géométrie ; - Grammaire ; - conjugaison ; - orthographe ; - dessin ; écriture ; - Sciences d'observation ; - histoire ; géographie. Façon d'utilisation des TIC : - Acquisition simple - Déroulement totale d'une leçon - Consolidation - Evaluation - Auto-formation  2009-02-28
4.5.4 The percentage of courses taught using ICT	100.00 % (12 / 12)  2009-04-15

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.	Selon les éducateurs, les facteurs favorisant l’utilisation des TIC ont trait à la sécurisation de la salle informatique, à la disponibilité de la connexion de CD room de cours, à la motivation des utilisateurs et à une meilleure collaboration entre éducateurs.   2008-12-16

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 défis sont, selon les éducateurs, relatifs à une adaptation de l’outil informatique aux apprentissages, à la maîtrise des applications par les élèves pour une gestion convenable du temps de la leçon.   2008-12-16

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.

Selon les apprenants, les facteurs favorisants sont principalement constitués par un accès facile à l’ordinateur, la mise à leur disposition d’un nombre suffisant d’ordinateurs, le maîtrise des applications pour faire des recherches sur Internet et la possibilité de consacrer plus de temps à l’informatique.  2009-02-28

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.	Les apprenants déplorent la lenteur de la connexion, l’insuffisance et l’obsolescence des ordinateurs, et les installations électriques défectueuses Ils sont confrontés à la fréquence des virus et aux difficultés de connexion y afférentes.   2008-12-16

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.	Les éducateurs évoquent comme compétences requises pour l’utilisation des TIC, la maîtrise des applications (Word, Excel, Internet) par la formation Ils exhortent au sens du partage et à l’accompagnement dans l’utilisation des TIC.   2008-12-16

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

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	Les élèves parlent de la nécessité de savoir faire du « couper/coller » de savoir utiliser des Webcam, des logiciels et des imprimantes pour travailler avec les TIC.  2008-12-16

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).

Résumé (2009-04-21)   2009-04-21

4.12.2 Number of ICT in education-related research publications

1  2008-01-24

4.13 Pioneering initiatives in ICT in education

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

Initiatives pionnières (2009-04-21)   2011-09-14

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-09-20

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	- Les TIC renforcent les réquisitions et augmentent le quantum horaire. - Une plus grande lisibilité dans mes progressions désormais, dans ma machine et à portée de main. - Des informations plus fournies dans chaque leçon que je mets en œuvre - Une réelle organisation dans ma recherche et celle des apprenants - Un pont entre le réel et l'abstrait par le virtuel - Un gain de temps - Un dialogue permanent avec mes élèves même en dehors des heures de cours. - Faciliter les planifications mensuelles, la recherche, le déroulement des séquences pédagogiques, et l'organisation du travail de groupe. - Favoriser le travail collaboratif - Développer l'autonomie. - Aident à consolider les acquis antérieurs. - Accès aux informations actuelles - Répartir les leçons du mois à enseigner - Fiches du jour mieux préparées grâce aux TIC - Relèvement du niveau en français avec plusieurs types d'exercices proposés.   2008-09-05
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.	- Découverte collective des contenus d'apprentissage - Interaction dans l'évaluation - Renforcement des acquis - Manipulation et maîtrise de l'outil - Recherche - Découverte - Nous avons découvert la géométrie dynamique - Les leçons visant un changement de comportement (éducation-civique, sanitaire, morale) peuvent déboucher sur une enquête facilement exploitable à partir d'une base de données. - Chaque leçon commence par une recherche sur l'objet de la leçon (google, un site qui traite le sujet dans sa globalité et de la manière la plus simple et visible. - lecture ; recueil de données ; explications et échanges ; visites d'autres sites ; évaluations. - Il s'agit de planifier, d'enseigner et d'évaluer les contenus du programme officiel en utilisant les TIC qui servent de : - supports en tant qu'outil - moyens d'enseignement-apprentissage grâce aux ressources numériques - facilitateurs pour l'accès aux connaissances, pour le partage d'informations et le travail collaboratif. - Initiation à l'utilisation de l'ordinateur puisqu'il s'agit des classes d'initiation (CI), les aider à restituer ce qu'ils avaient acquis oralement en langage par exemple. - Meilleures compréhension du cours - Recul de l'enseignement frontal - Meilleures utilisation des méthodes actives que le travail de groupe qui favorise une communication réelle - Gain énorme de temps puisque l'élève ne recopie pas l'exercice. - Relèvement de son niveau  2008-05-28
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 évaluations avec les TIC peuvent être individuelles/personnelles entre camarades du même groupe de travail. - Utilisation simple de site proposant des exercices (123 exercices.net) et des corrigés. - Mise en œuvre d'une banque d'exercices propre à ma classe et accessible à tous. - Des évaluations intègrent entre des compétences pédagogiques, des compétences techniques. - La progression de chaque élève et de groupe de classe est plus visible (courbe - diagramme) - Mes élèves participent maintenant à la recherche de sujets. - Faciliter et améliorer : la fonction d'épreuves, la gestion des notes, la lecture du niveau de la classe, la proclamation des résultats et l'auto-évaluation. - Simplifient le travail - Accès à tous genres d'évaluation écrite - par le biais du site www.google.fr différentes évaluations ont été faites par les élèves ; évaluations qui leur ont permis de relever le niveau taxonomique. - Les exercices sont gradués et motivants avec un système d'annulation encourageant l'élève à poursuivre les exercices.  2008-09-05
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.	- Certains élèves envoient des courriels sous forme d'exercices à corriger. - Mise en place d'un groupe dynamique avec Gmail et possibilité d'y accéder par tous les élèves disposant du net. - Echange de courriel entre mes élèves et moi. Ils envoient directement leurs questions dans ma boîte. - A la maison, tous les sujets qui je rencontre sont immédiatement mis en ligne et peuvent être consulté par les élèves, membres du groupe. - Faciliter la communication grâce aux messages électroniques et aux groupes de discussion. - Partager l'information grâce au réseau et aux groupes - Multiplier les contacts - Faciliter l'expression - Absence de question de leur part via courrier car ils n'ont pas beaucoup de bagages (classe de C.I). - Pour les élèves qui ont des ordinateurs chez eux, les inviter à communiquer avec leurs pairs par courrier électronique à partir d'internet. - Pour la communication avec les élèves, l'impact que les TIC nous offrent est négligeable car l'outil (ordinateur) n'existe pas pendant le cours ( la durée de l'apprentissage). Ni le maître, ni l'élève n'en dispose pas à la maison.  2008-09-05
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.	- Pour une bonne intégration il faut maîtriser des contenus d'apprentissage. Il faut savoir les associer à l'outil. - la première réflexion est comment mettre les TIC au service de la pédagogie (voir pratique de classe). Je réfléchis sur comment faire pour permettre à mes élèves à toujours être en contact avec moi-même en dehors des heures de cours (augmentation du quantum horaire). - Comment mettre le virtuel au service de la quantité en réfléchissant sur des logiciels simples et accessibles à tous. - par la recherche documentaire - par la rupture avec les méthodes classiques de pratique de classe - par l'utilisation de ressources numériques variées - par la gestion du travail de groupe et du rythme des apprenants par la collecte des réalisations des apprenants - par les techniques utilisées. - réfléchir comment l'insérer en langage recherche de mot-clé en lecture reproduction des textes en copie. - Favorise une recherche constante - D'éviter de donner aux élèves des connaissances caduques, par exemple en géographie de leur donner la division administrative nouvelle (dernières nées des régions et leurs départements respectifs). - Les TIC nous aident à réfléchir sur l'enseignement car l'objet de la leçon est traitée sous différentes formes dans plusieurs sites ou logiciels.  2008-09-05

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 apprenants déclarent avoir accès à des informations qu’ils ne trouvent dans les livres et dans les leçons. L’usage des TIC leur permet d’enrichir les leçons, de mieux les comprendre et d’avoir ainsi de bons résultats en classe.  2008-12-16
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, le recours aux TIC améliore l’apprentissage ; il confère à l’élève une certaine autonomie en lui permettant d’accéder au savoir et aussi de faire lui- même se propres exercices sans l’assistance du maître ; l’élève peut travailler aux heurs de pause, pendant le week-end en se rendant dans les cybers cafés.   2008-12-16

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.

Avec les TIC, les apprenants déclarent disposer de plus d’informations Ils ont la possibilité d’illustrer leurs cahiers avec des images imprimées. Ils ont facilement accès à l’information sur des thématiques relatives à l’histoire, la géographie et la science ; ils se sont rendus compte que les données sont très pertinentes et plus riches. Le recours aux TIC leur permet également d’anticiper sur les activités de classe et aussi de mieux comprendre des leçons au moment de leur réalisation par le professeur.   2008-12-16

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, selon les éducateurs, un impact positif sur l’accès à la connaissance ; son utilisation motive les élèves et favorise le travail de groupe et l’esprit collaboratif en classe ; elle réduit la distance pédagogique entre les élèves et les éducateurs dans la mesure où tous utilisent les mêmes logiciels et accèdent souvent aux même ressources, Les éducateurs ne sont plus, dés lors, les maîtres du jeu ; ils en prennent conscience, ce qui les incite à développer en classe l’esprit de partage   2008-12-16

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 apprenants déclarent être capables de concevoir des présentations et des diaporamas avec Microsoft Word à la suite de recherches effectuées sur le net.  2007-09-20

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 logiciels comme PowerPoint, Printer Master, Word, et Excel qui sont surtout utilisés ; il y a toujours la possibilité de créer et au niveau de l’Ecole Elémentaire Front de Terre, ils ont eu à travailler avec le ROCARE dans un projet de création de dépliants, de mise en place de diaporama, et les élèves ont réalisé des dépliants, des affichent, ont fait des dessins etc. et même pour la sensibilisation en dehors de ces contenus là, il est arrivé en cas d’épidémie du choléra que les élèves en collaboration avec certains maîtres réalisent des dépliants sur le mode de transmission et prévention du choléra.   2007-09-20

7.1 The number of institutions with ICT integration plans

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

Yes  2008-01-24

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

Voir emploi du temps : le temps des apprentissages est intégré à celui des TIC  Document joint : Emploi du temps - Salle informatique.jpg 2008-08-25

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  2008-01-24

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

Pour l’entretien et le renouvellement des équipements, l’école demande une participation de 5000 frs par élève et par an. La somme collectée sert à : - Renouveler le matériel usable (papier, encre). - Honorer l’engagement vis-à-vis du technicien pour la maintenance. - Intéresser le responsable de la salle informatique (agent recruté pour l’entretien de la salle et la formation continue des maîtres - Journées de formation des maîtres pour l’intégration des TIC dans les pratiques de classe et enfin renouvellement du matériel disqualifié.   2007-09-20

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  2008-01-17

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.

Cf. Emploi du temps. Le mercredi de 15h à 18h et le vendredi de 15h à 18h sont réservés à la communauté (auditeurs externes) : - connexion Internet ; - formation des adultes et des autres élèves ; - saisie et traitement de documents.  2009-04-15

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

7.4.1 Number of managers	1  2008-01-24
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	La Directrice de l'école ou plus souvent on l'appel le Chef de l'établissement. Elle dirige l'école, c'est-à-dire, tous les enseignants, en sorte elle assure la gestion administrative de l'établissement.   2008-08-25
7.4.3 Number of managers trained to use ICT	1  2008-01-24
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	Dans le cadre des habiletés des managers à utiliser les TIC, une session d’une semaine de formation des formateurs des enseignants de l’IDEN Dakar Banlieue a été organisée au centre de RESAFAD pour l’intégration des TIC à l’école. Plusieurs modules ont été enseignés pour l’amélioration de l’utilisation des TIC à l’école. Le Projet Qualité du Ministère de l’Education avait initié à l’endroit des écoles pionnières dont l’école élémentaire Front de Terre pour la qualité des apprentissages à l’école. Nos managers ont encore subi un autre atelier de formation sur l’introduction des Technologies de l’information et de la communication dans les pratiques de classes dans l’enseignement primaire à l’école au Sénégal, organisé par l’institut international de l’UNESCO (Antenne IIRCA de Dakar) pour le renforcement des capacités en Afrique, du 19 au 23 Juillet 2005, au centre Multimédia de l’UNESCO BREDA, à Dakar - Formation initiale à l’école pour l’utilisation de l’ordinateur.   2009-04-15
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (1 / 1)  2008-01-24
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	1  2008-01-17
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.	0  2007-09-20
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	1  2008-01-17
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.	0  2007-09-20
7.4.10 Percentage of female managers in the institution	100.00 % (1 / 1)  2008-01-24
7.4.11 Percentage of male managers in the institution	0.00 % (0 / 1)  2008-01-24
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (1 / 1)  2008-01-24
7.4.13 Percentage of male managers trained to use ICT in the institution	0.00 % (0 / 0)  2007-09-20

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.	- Meilleure gestion du quantum horaire - Calcul et suivi des statistiques des évolutions - Facilitation de la recherche documentaire - Développement du goût de la recherche chez les élèves - Création de l’autonomie des élèves   2008-01-24

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

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) "Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators)." Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers.	- Les TIC sont intégrées au programme en vigueur. - Elles servent de support didactique adéquat et diversifié sur les acquisitions. - Elles facilitent la coopération des élèves et permettent de créer leur autonomie. - Elles permettent une meilleure gestion du temps, la qualité et la facilité de la recherche documentaire.  2008-03-29

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

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

L’impact sur la formation permanente est très grand. L’action de ces derniers a permis d’organiser des journées de formation pour toute l’équipe au but de se passer d’un informaticien pur et dur et de permettre aux membres de l’équipe pédagogique de s’acquitter correctement de leurs cours avec comme support pédagogique l’ordinateur. C’est ainsi qu’il est mesurable pédagogiquement mais aussi économiquement. Les maîtres utilisent avec aisance et habileté les logiciels pédagogiques, les CD mais aussi le net pour mener à bien leurs leçons. - Facilitation de la recherche en vue d'améliorer la manière d'enseigner. - Aide à la préparation des examens professionnels.  2009-04-15

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  2008-01-17
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.	Plusieurs sessions de formation aux modules suivants : Windows, Word, Excel, PowerPoint, Navigation Internet. - Utilisation de logiciels éducatifs, de moteurs de recherche tels que google, Alta vista, etc. - Traitement de bases de données pour les travaux quotidiens des enseignants en classe.   2009-04-15
7.8.3 Percentage of managers with email addresses	100.00 % (1 / 1)  2008-01-24

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

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.	Les obstacles qui freinent l'atteinte des objectifs TIC sont: - La non adhésion de certains parents ; - Le manque de formation pour les nouveaux ; - Le manque d'encadrement des maîtres par les autorités ; - Le manque de moyens pour adapter certains CD d'enseignement à notre programme ; - Le manque de moyens pour remplacer le matériel vétuste.  2008-06-12

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 intégration des TIC sont: - L'initiation par les maîtres, de tous les élèves à l'utilisation des TIC ; - La réalisation dans certaines activités, par les élèves, de supports : dépliants, affiches, diaporama.   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.	237  2008-03-29
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.	237  2008-03-29
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	233  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.	233  2008-04-08
9.1.5 Percentage of male learners who have access to computers	100.00 % (237 / 237)  2007-09-20
9.1.6 Percentage of female learners who have access to computers	100.00 % (233 / 233)  2007-09-20

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.	7  2008-03-29
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.	7  2008-03-29
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	8  2008-03-29
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.	8  2008-03-29
9.2.5 Percentage of male teachers who have access to computers	100.00 % (7 / 7)  2009-04-15
9.2.6 Percentage of female teachers who have access to computers	100.00 % (8 / 8)  2008-01-24

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

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

Par la mise en place de gouvernement scolaire, chaque ministre procède au dialogue, à la concertation, à la visite de famille et rend compte par écrit et à l'aide des TIC. Exemple : - le ministre de l'éducation veille sur l'assiduité, la ponctualité et la constance dans le travail. - Le ministre de la solidarité veille sur l'entraide et l'assistance des élèves en difficulté. - Le ministre de la justice veille au respect du règlement intérieur, au respect des droits de l'enfant et au règlement pacifique des conflits mineurs.  2008-09-05

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.	470  2008-04-08
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.	470  2008-04-08
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.	Dans un cadre général les TIC sont d’une grande importance à l’école. Tous les élèves du CP au CM savent naviguer dans le net, trouver un site pédagogique, extraire des exercices, les corriger, produire des textes et les saisir. Au CM ils maîtrisent World Excel et Power-Point. Au CI la description de l’ordinateur est déjà acquise et les premiers pas pour la production et la saisie de texte sont en cours de réalisation. Mais le plus important est que les TIC ont amélioré considérablement notre taux de réussite.   2009-04-15
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (470 / 470)  2007-09-20

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 n’ont pas relevé de difficultés majeures liées à l’intégration des TIC dans l’éducation en rapport avec la langue maternelle. La langue de travail à l’école est le français, le vocabulaire utilisé dans le cadre des TIC est à la portée des élèves. Les éducateurs doivent surtout veiller à rendre les consignes de travail claires et à favoriser le travail de groupe pour amener les élèves à réaliser correctement les tâches qui leur sont fixées.  2008-12-16

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 2007-09-20