Érudit | Dépôt de documents: Panafrican Research Agenda on the pedagogical integration of ICTs : Phase II

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DC Field	Value	Language
dc.contributor.author	Karsenti, Thierry	-
dc.date.accessioned	2011-01-25T13:32:32Z	-
dc.date.available	2011-01-25T13:32:32Z	-
dc.date.issued	2009	-
dc.identifier.citation	Karsenti, T. (2009). Panafrican Research Agenda on the pedagogical integration of ICTs : Phase II. Ottawa, ON: CRDI.	en
dc.identifier.uri	https://depot.erudit.org/id/003376dd	-
dc.description.abstract	The main research question of Phase II is How, for whom and under what circumstances can the pedagogical integration of ICTs substantially improve the quality of teaching and learning at all levels and scales of African education systems? It is important to note that this main research question ‐ central to the PanAfrican Research Agenda on the Pedagogical Integration of ICTs (Phase 2) ‐ falls directly in line with IDRC’s mission of “Empowerment through Knowledge”, promoting interaction, cooperation and mutual learning through knowledge creation and adaptation.	en
dc.description.tableofcontents	Mission, research questions and objectives; Main research activities; Main expected outcomes of Phase 2; The importance of conducting continued PanAfrican research on the pedagogical integration of ICTs; PROJECT PROPOSAL; 1. INTRODUCTION; JUSTIFICATION OF THE PROJECT ‐ IN AN AFRICAN CONTEXT; 2.1 Pedagogical integration of ICTs: what is it?; 2.2 Use of ICTs in various learning contexts in Africa; 2.3 From digital divide to technopedagogical divide; 2.4 Why ICTs in African education?; 2.5 Challenges of ICTs integration: industrialized countries; 2.6 Challenges of ICTs integration: Africa; 2.7 The importance of conducting PanAfrican research on the pedagogical integration of ICTs; 3. THE PANAFRICAN RESEARCH AGENDA ON THE PEDAGOGICAL INTEGRATION OF ICTS; 4. LESSONS LEARNED IMPORTANCE OF CONTINUED IDRC SUPPORT FOR RESEARCH ON THE PEDAGOGICAL INTEGRATION OF ICTS IN AFRICA; 5. PHASE 2 – MISSION, RESEARCH QUESTION, AND OBJECTIVES; 5.1 Mission; 5.2 Research questions; 5.2.1 Main research question; 5.2.2 Specific research questions; 5.3 Research objectives; 5.3.1 Main research objective; 5.3.2 Specific research objectives; 6. MAIN EXPECTED OUTCOMES OF PHASE II: INFLUENCING AFRICAN ICT‐RELATED POLICIES ON EDUCATION, THE WAY TEACHERS ARE TRAINED, AND TEACHING PRACTICES AND CURRICULUM; 7. RESEARCH METHODOLOGY; 7.1 Broadening definition of ICTs for education; 7.2 The importance of mixed‐methods research; 7.3 Links between Phase 1 and Phase 2; 7.4 Strengths of the proposed study; 7.5 Triangulation as a methodological precaution; 7.6 Main data collection instruments (mainly for additional countries, institutions, indicators); 7.7 Video observation; 7.8 Data treatment and analysis; 8. PHASE 2 – ACTIONS AND ACTIVITIES; 8.1 Research activities; 9. PHASE 2 – SPECIFIC ACTION – SUPPLEMENTARY DATA; COLLECTION AND ANALYSIS; 9.1 Additional countries; 9.2 Additional institutions; 9.3 Supplementary indicators focusing on pedagogy; 10. PHASE 2 ‐ SPECIFIC ACTION – A SPECIAL FOCUS ON GENDER AND ICTS : CINDERELLA OR CYBERELLA ?; 11. PHASE 2 ‐ SPECIFIC ACTION – STRATEGIES TO IMPROVE SCIENTIFIC PUBLICATION ON ICTS IN EDUCATION IN AFRICA; 11.1 Strengthening research capacity; 11.2 Analytic capacity building; 11.3 Available data; 12. PHASE 2 ‐ SPECIFIC ACTION – POLICY DIALOGUE; 12.1 Strengthening policy dialogue capacity; 13. PHASE 2 – SPECIFIC ACTION – PARTNERSHIPS; 14. EVALUATION OF THE PROJECT; 15. INSTITUTIONAL FRAMEWORK; 16. REFERENCES; ANNEX I. PHASE I REVISITED – OBJECTIVES, RESEARCH QUESTIONS AND ACCOMPLISHMENTS; A.1 National research teams; A.3 Communication and sharing of research results; A.4 Evaluation; A.5 Main research findings; ANNEX II. THE PANAF OBSERVATORY REVISITED – AN UNPRECEDENTED RESOURCE FOR DATA ON THE PEDAGOGICAL INTEGRATION OF ICTS IN EDUCATION; ANNEX III: ICTS AND GENDER IN PRIMARY AND SECONDARY EDUCATION IN WEST AND CENTRAL AFRICA; ANNEX IV – PARTICIPATING AFRICAN SCHOOLS; Table 1 : Cameroon; Table 2 : Central African Republic; Table 3 : Republic of Congo; Table 4 : Côte d’Ivoire; Table 5 : Gambia; Table 6 : Ghana; Table 7 : Kenya; Table 8 : Mali; Table : 9 Mozambique; Table 10 : Senegal; Table 11 : South Africa; Table 12 : Uganda; ANNXEX V : GENERAL INFORMATION ON THE SCHOOLS SELECTED; ANNEX VI: SURVEYMONKEY RESULTS; ANNEX VII: LETTER OF SUPPORT FROM THE MINISTER OF EDUCATION OF THE CENTRAL AFRICAN REPUBLIC	en
dc.language.iso	en	en
dc.publisher	CRDI	en
dc.title	Panafrican Research Agenda on the pedagogical integration of ICTs : Phase II	en
dc.type	Report	en
Appears in Collections:	Rapports de recherche du CRIFPE

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