Thierry Karsenti + Cinderella or cyberella: Are there (really)gender differences in computer use and training in africa ? ...
Outline of presentation <ul><li>Introduction </li></ul><ul><li>Context </li></ul><ul><li>Method </li></ul><ul><li>Results ...
Introduction +
The question is no longer whether or not to use ICTs. +
Context +
Gender differences <ul><li>Observed gender differences in the use of Information Communication Technology (ICT) constitute...
Gender differences <ul><li>This digital divide is more prominent in the developing world and Africa provides a very obviou...
Gender and ICT <ul><li>From the literature review, research on ICTs and gender centres on three themes:  </li></ul>+
Gender and ICT <ul><li>women’s access to ICTs;  </li></ul><ul><li>women’s ICTs usage and expertise; </li></ul><ul><li>ICTs...
Gender and ICT <ul><li>It appears that the virtual space is still dominated by men, and that some spaces initially occupie...
Gender and ICT <ul><li>Women’s limited access to ICTs would certainly result in negative educational and economic actions....
Gender and ICT <ul><li>Overall, we note that ICTs projects have been carried out in the Southern countries without adaptin...
Gender and ICT <ul><li>It would be important to develop tools to better collect and analyze quantitative and qualitative d...
METHOD +
PanAf <ul><li>The PanAf network’s mission is to contribute to the development of African countries and people by increasin...
PanAf <ul><li>IDRC’ mission: to support research leading to recommendations for concrete improvements in the quality of te...
Research question <ul><li>How, for whom and under what circumstances can the pedagogical integration of ICTs substantially...
PanAf <ul><li>PanAf Phase 2 will also include, for all objectives and research questions, comparative analyses along the t...
PanAf <ul><li>IDRC’ mission: to support research leading to recommendations for concrete improvements in the quality of te...
PanAf <ul><li>The PanAf Observatory is a unique source of data for an examination of social factors in the application of ...
PanAf <ul><li>Disaggregated data is vital to unmask internal gender inequalities while aggregated data allows for vital na...
PanAf <ul><li>Since this research project aims to contribute to social and equitable change, the project incorporated a co...
PanAf <ul><li>Gender analysis essentially means separating gender as a category and examining a given phenomenon to see if...
Participants <ul><li>260 000 students </li></ul><ul><li>9000 teachers </li></ul><ul><li>300 school principals and managers...
RESULTS +
Are there gender differences ? +
Are there empirically verified gender differences ? +
Administrators + Access to computer
Administrators + Access to Internet
Administrators + Training
Teachers + Access to computer
Teachers + Access to Internet
Teachers + Training
Students + Access to computer
Students + Access to Internet
Students + Mixed schools: greater difference
Conclusion +
Are there gender differences ? +
Are there empirically verified gender differences ? +
Yes. In almost all indicators. In almost all indicators. +
Gender differences <ul><li>Administrators </li></ul><ul><li>Teachers </li></ul><ul><li>Students </li></ul>+ Among people
Gender differences <ul><li>Computer access </li></ul><ul><li>Internet access </li></ul><ul><li>Training (access) </li></ul...
Administrators + Skills
Administrators + Use
Teachers + Skills
Teachers + Use
Students + Skills
Students + Use
Thank you. +
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Thierry e learning-maiga

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  • Attention ! : 2 présentations successives : Potentiel d’auto-régulation et d’auto-évaluation des TIC = exemple du référentiel de compétences orales pour les élèves apprenant le français langue seconde - Eduportfolio = portfolio électronique créé par le Professeur Thierry Karsenti Professeur Thierry Karsenti = absent donc je le représente.
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  • Thierry e learning-maiga

    1. 1. Thierry Karsenti + Cinderella or cyberella: Are there (really)gender differences in computer use and training in africa ? Mohamed Maiga Université de Montréal Université de Bamako
    2. 2. Outline of presentation <ul><li>Introduction </li></ul><ul><li>Context </li></ul><ul><li>Method </li></ul><ul><li>Results </li></ul><ul><li>Conclusion </li></ul>+
    3. 3. Introduction +
    4. 4. The question is no longer whether or not to use ICTs. +
    5. 5. Context +
    6. 6. Gender differences <ul><li>Observed gender differences in the use of Information Communication Technology (ICT) constitute a form of digital divide. </li></ul>+
    7. 7. Gender differences <ul><li>This digital divide is more prominent in the developing world and Africa provides a very obvious illustration of this. </li></ul>+
    8. 8. Gender and ICT <ul><li>From the literature review, research on ICTs and gender centres on three themes: </li></ul>+
    9. 9. Gender and ICT <ul><li>women’s access to ICTs; </li></ul><ul><li>women’s ICTs usage and expertise; </li></ul><ul><li>ICTs access and use equity between men and women. </li></ul>+
    10. 10. Gender and ICT <ul><li>It appears that the virtual space is still dominated by men, and that some spaces initially occupied by women were later taken over by men. </li></ul>+
    11. 11. Gender and ICT <ul><li>Women’s limited access to ICTs would certainly result in negative educational and economic actions. </li></ul>+
    12. 12. Gender and ICT <ul><li>Overall, we note that ICTs projects have been carried out in the Southern countries without adapting technical solutions and management approaches to the characteristics, needs and contexts of the countries. </li></ul>+
    13. 13. Gender and ICT <ul><li>It would be important to develop tools to better collect and analyze quantitative and qualitative data on the tendencies of men and women to access and use ICTs and to identify the needs and aspirations of men and women in this area. </li></ul>+
    14. 14. METHOD +
    15. 15. PanAf <ul><li>The PanAf network’s mission is to contribute to the development of African countries and people by increasing knowledge on the pedagogical integration of information and communication technologies (ICTs) in African schools and education systems. </li></ul>+
    16. 16. PanAf <ul><li>IDRC’ mission: to support research leading to recommendations for concrete improvements in the quality of teaching and learning. </li></ul>+
    17. 17. Research question <ul><li>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? </li></ul>+
    18. 18. PanAf <ul><li>PanAf Phase 2 will also include, for all objectives and research questions, comparative analyses along the theme of gender. </li></ul>+
    19. 19. PanAf <ul><li>IDRC’ mission: to support research leading to recommendations for concrete improvements in the quality of teaching and learning. </li></ul>+
    20. 20. PanAf <ul><li>The PanAf Observatory is a unique source of data for an examination of social factors in the application of information technology to education in Africa. </li></ul>+
    21. 21. PanAf <ul><li>Disaggregated data is vital to unmask internal gender inequalities while aggregated data allows for vital national and regional comparisons. </li></ul>+
    22. 22. PanAf <ul><li>Since this research project aims to contribute to social and equitable change, the project incorporated a consideration of gender at many levels—from project management to data collection and analysis and results distribution. </li></ul>+
    23. 23. PanAf <ul><li>Gender analysis essentially means separating gender as a category and examining a given phenomenon to see if the results are different for men or for women, boys and girls. </li></ul>+
    24. 24. Participants <ul><li>260 000 students </li></ul><ul><li>9000 teachers </li></ul><ul><li>300 school principals and managers </li></ul>+
    25. 25. RESULTS +
    26. 26. Are there gender differences ? +
    27. 27. Are there empirically verified gender differences ? +
    28. 28. Administrators + Access to computer
    29. 29. Administrators + Access to Internet
    30. 30. Administrators + Training
    31. 31. Teachers + Access to computer
    32. 32. Teachers + Access to Internet
    33. 33. Teachers + Training
    34. 34. Students + Access to computer
    35. 35. Students + Access to Internet
    36. 36. Students + Mixed schools: greater difference
    37. 37. Conclusion +
    38. 38. Are there gender differences ? +
    39. 39. Are there empirically verified gender differences ? +
    40. 40. Yes. In almost all indicators. In almost all indicators. +
    41. 41. Gender differences <ul><li>Administrators </li></ul><ul><li>Teachers </li></ul><ul><li>Students </li></ul>+ Among people
    42. 42. Gender differences <ul><li>Computer access </li></ul><ul><li>Internet access </li></ul><ul><li>Training (access) </li></ul>+ Access, training, etc.
    43. 43. Administrators + Skills
    44. 44. Administrators + Use
    45. 45. Teachers + Skills
    46. 46. Teachers + Use
    47. 47. Students + Skills
    48. 48. Students + Use
    49. 49. Thank you. +

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