Thierry e learning-maiga
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The document discusses a study on gender differences in computer use and training in Africa. The study was conducted by the PanAf network across 9 countries and examined data from 260,000 students, 9,000 teachers and 300 administrators regarding their access to and use of computers and the internet as well as training levels. The results showed gender differences in almost all indicators, with males having greater access to computers, the internet and training opportunities than females among all groups studied.
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The document summarizes a presentation on the state of equipment, connectivity, and access to ICT in schools in Cameroon. Data was collected from 10 schools through interviews and statistics. The findings show that:
- Schools vary in equipment levels, with some having better computer to student ratios than others.
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Kidombo harriet cross-cutting issues in ict usage among male and female tea...
This document analyzes factors influencing differences in ICT usage between male and female teachers in Kenya and Uganda. The study found that younger teachers and male teachers used ICT more than older teachers and female teachers. Subjects like sciences where ICT is used more are dominated by male teachers. Fewer female teachers received continuing professional training. Socio-cultural factors like household responsibilities and limited income contributed to lower ICT use among female teachers. The study concluded that structural gender inequalities in society and education systems have led to unintended disparities in ICT use between male and female teachers.
Judith e learning africa 2010
1. The study found a slight gender difference in access to and use of ICTs among educators and learners in selected schools in Cameroon, with male educators and learners using ICTs more frequently.
2. Qualitative data revealed that female learners perceive ICTs as boring and for boys, and female educators feel uncomfortable in cyber cafes.
3. The study recommends training more female teachers in ICTs, increasing computer availability in schools, and allocating more time for ICT classes to improve access and use for girls and women.
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The Zero Grade Challenge
The document summarizes a study conducted in Zimbabwe on the implementation of a 2005 government policy requiring primary schools to establish early childhood development (ECD) classes for 4-5 year olds. The policy aimed to promote equitable access to ECD programs. However, the study found several challenges in implementation due to lack of resources and teacher training. Plan International Zimbabwe addressed some challenges by constructing classrooms, providing furniture, sanitary facilities, learning materials, and training teachers. While access to ECD programs increased, the quality varied between schools and support is still needed to fully achieve the policy's goals.
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Introduction to objective, scope and outcome the subject
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- 1. Thierry Karsenti + Cinderella or cyberella: Are there (really)gender differences in computer use and training in africa ? Mohamed Maiga Universitรฉ de Montrรฉal Universitรฉ de Bamako
- 4. The question is no longer whether or not to use ICTs. +
- 5. Context +
- 14. METHOD +
- 25. RESULTS +
- 26. Are there gender differences ? +
- 27. Are there empirically verified gender differences ? +
- 28. Administrators + Access to computer
- 29. Administrators + Access to Internet
- 31. Teachers + Access to computer
- 32. Teachers + Access to Internet
- 34. Students + Access to computer
- 35. Students + Access to Internet
- 36. Students + Mixed schools: greater difference
- 37. Conclusion +
- 38. Are there gender differences ? +
- 39. Are there empirically verified gender differences ? +
- 40. Yes. In almost all indicators. In almost all indicators. +
- 46. Teachers + Use
- 48. Students + Use
- 49. Thank you. +
Editor's Notes
- Attention ! : 2 prรฉsentations successives : Potentiel dโauto-rรฉgulation et dโauto-รฉvaluation des TIC = exemple du rรฉfรฉrentiel de compรฉtences orales pour les รฉlรจves apprenant le franรงais langue seconde - Eduportfolio = portfolio รฉlectronique crรฉรฉ par le Professeur Thierry Karsenti Professeur Thierry Karsenti = absent donc je le reprรฉsente.
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