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Utilisation pédagogique des outils numériques dans l’enseignement secondaire au Ghana : Etude comparée des cursus anglophones, francophones et bilingues.

Abstract : The aim of this research is to highlight factors that stimulate pedagogical uses of digital tools by studying the interaction between the institutional framework, the technological framework, and the individual characteristics of teachers. The originality of the present study is based on the fact that it focuses on organizational, individual or cultural differences, and the influence of these differences on the educational practices of digital tools.Although digital tools are used in schools in Ghana, in most cases they are computer literacy, despite the infrastructure, technological, human and financial challenges raised by (Karsenti, Collin, & Harper-Merrett, 2011). The literature indicates that in the context of Africa in general, there is a marginal category of teachers who integrate digital tools into their classroom practices (Karsenti, Collin, & Harper-Merrett, 2012). This shows that there is an imbalance in the pedagogical use of digital tools, between teachers. It therefore seemed important to carry out a study that would shed more perfect light on factors that stimulate educational practices in digital tools. Through such research it seemed possible to draw up diagrams that describe interactions between the characteristics of schools, the individual characteristics of teachers and the educational practices of digital tools.In the context of this research, the characterization of De Vries (2001) on educational software, has enabled us to identify the different types of educational software used in surveyed schools. The Raby (2004) and Romeo (2015) models have enabled us to identify the level of pedagogical use of the digital tools of the surveyed teachers, in terms of relevance and variety.The methodological choice of this research is based on a multi-case study inspired by (Yin, et al, 2013), involving eleven secondary schools, and thirty teachers. Data collection was carried out in two phases, targeting school managers and teachers respectively, by means of two questionnaires, semi-structured interviews, and observations of field situations.An analysis of the characteristics of schools that have put in place strong mechanisms for the pedagogical integration of digital tools, and those of teachers who have regular uses, various, and relevant digital tools in classroom practices, highlights several aspects presented in the final report. In addition, the fact that the school was of a high socioeconomic level, English school, of a large size in terms of student numbers, and was involved in school programs which had undergone reforms, to take into account issues related to the pedagogical integration of digital tools into classroom practices, seemed to have a positive effect on the level of ICT equipment and resources, or educational practices of digital tools. The results also show that the disciplines taught (science, electronics, industrial design, technology, and foreign languages), the experience of professional use of digital tools, motivations for use, in particular those aimed at communication, the assessment of pupils online, and the development of critical thinking of pupils, the implementation of active pedagogical approaches, and involvement in educational projects of the school team, linked to digital education, also seemed to have a positive and strong influence on the educational practices of digital tools. In all cases, the results also illustrate medium or low trends characterising the relative links between institutional characteristics, individual characteristics of teachers, and educational practices of digital tools.
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Submitted on : Tuesday, May 10, 2022 - 11:58:11 AM
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Jean David Bandia Mbouilou. Utilisation pédagogique des outils numériques dans l’enseignement secondaire au Ghana : Etude comparée des cursus anglophones, francophones et bilingues.. Education. Université de Cergy Pontoise, 2019. Français. ⟨NNT : 2019CERG0998⟩. ⟨tel-03663600⟩

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