LES TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION DANS L'ÉDUCATION EN AFRIQUE SUBSAHARIENNE : DU MYTHE À LA RÉALITÉ : LE CAS DES ÉCOLES DE FORMATION DES ENSEIGNANTS AU BURKINA FASO

Abstract : This research explores the consequences of introducing information and communication technologies (ICT) in the field of education in Sub-Saharan Africa. It seeks to identify, from a social policy perspective, the differences between the discourse adopted by differing social actors and actual field practice.
The study is based on the integration of technologies in teacher training in Burkina Faso, where there are high levels of poverty and illiteracy.
This work tries to show that the integration of the ICT in education, whose declared objective is to resolve structural, institutional and teaching problems, as well as reducing the socio-economic in-balance with other industrialized countries, is largely utopian, given the actual state of development in Burkina Faso – a utopia resulting from a mythical understanding of technology.
After the presentation of the context of the research, (Chapter 1), the second chapter offers a review of the relevant literature and the theoretical approaches underpinning the research. Chapter 3 explains the methodology. The final chapter presents the results of the analysis, combining data from direct observation, official texts and interviews (25) with educators and politicians.
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  • HAL Id : tel-00199259, version 1

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Windpouiré Zacharia Tiemtoré. LES TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION DANS L'ÉDUCATION EN AFRIQUE SUBSAHARIENNE : DU MYTHE À LA RÉALITÉ : LE CAS DES ÉCOLES DE FORMATION DES ENSEIGNANTS AU BURKINA FASO. Education. Université Rennes 2; Université de Ouagadougou, 2006. Français. ⟨tel-00199259⟩

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