[ L’utilisation des technologies de l’information et de la communication (TIC) dans les activités pédagogiques par les enseignants des écoles opérationnelles en groupements de Mudaka et de Miti au Sud-Kivu ]
Volume 24, Issue 3, October 2018, Pages 892–909
Christian NTACOBASIMA COKOLA1
1 Institut Supérieur des Techniques de Développement (ISTD)-Mulungu, Sud-Kivu, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The teachers of the primary schools and secondaries which work in the groupings of Miti and Mudaka have a very weak rate of integration of technologies information and communication in their occupations. Several factors economic, cultural, social, political and of technological environment are at the base of this weak access to this technology of the century which however is essential currently in their profession. The present research carried out in these two rural entities of the South-Kivu east arrived at the following results:2,27% of teachers working at the primary school in grouping of Mudaka have against their own computers 0,93% with Miti, whereas 15,46% are the rate of those which have a computer among the teachers of the secondary with Mudaka and 20% in Miti;2,04% of teachers of the primary education surveyed in grouping of Mudaka use against Internet 8,41% in the grouping of Miti; where as those which exert with the secondary, the rates are about 26,8% of teachers surveyed in grouping of Mudaka who use against Internet 23,07% for those of Miti. Whereas 2,04% of teachers of the primary education of Mudaka use some time the computer to illustrate the concepts of data processing taught against 2,8% of Miti, this rate is 10,3% of teachers of the secondary with Mudaka who use against the computer 10,76% in the grouping of Miti. Only 10,3% of teachers of the secondary surveyed in Mudaka use the data-processing supports for 12,37% with Miti while this rate is 1,86% for those of the primary education of Mudaka and 2,04% with Miti. Concerning the possession of address e-mail, research found that for the teachers of the primary education, 0,68% of surveyed teachers with Mudaka have against the address e-mail 2,8% with Miti and that on the level of those which exert with the secondary, 18,46% are the rate of those of Miti which has it whereas in Mudaka, this rate of possession of address e-mail is 13,4%.The percentage of teachers of these mediums formed with the use of TIC to teach their matters is very weak as well as the percentage of teachers trained to give introductory courses to data processing in teaching primary education and secondary requires that main efforts are made in this sector because the capacity of the teachers in this field leaves something to be desired. In all the two groupings and all the schools where these actors of the formation exert, we found that neither the computer-assisted learning nor the teaching assisted by Internet exists, less still the use of radio of teaching use nor television set of teaching use. The only widespread and more used teaching supports are old handwritten documents, here, not of teacher, not of course.
Author Keywords: teachers, Miti, Mudaka, schools, technology, integration.
Volume 24, Issue 3, October 2018, Pages 892–909
Christian NTACOBASIMA COKOLA1
1 Institut Supérieur des Techniques de Développement (ISTD)-Mulungu, Sud-Kivu, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The teachers of the primary schools and secondaries which work in the groupings of Miti and Mudaka have a very weak rate of integration of technologies information and communication in their occupations. Several factors economic, cultural, social, political and of technological environment are at the base of this weak access to this technology of the century which however is essential currently in their profession. The present research carried out in these two rural entities of the South-Kivu east arrived at the following results:2,27% of teachers working at the primary school in grouping of Mudaka have against their own computers 0,93% with Miti, whereas 15,46% are the rate of those which have a computer among the teachers of the secondary with Mudaka and 20% in Miti;2,04% of teachers of the primary education surveyed in grouping of Mudaka use against Internet 8,41% in the grouping of Miti; where as those which exert with the secondary, the rates are about 26,8% of teachers surveyed in grouping of Mudaka who use against Internet 23,07% for those of Miti. Whereas 2,04% of teachers of the primary education of Mudaka use some time the computer to illustrate the concepts of data processing taught against 2,8% of Miti, this rate is 10,3% of teachers of the secondary with Mudaka who use against the computer 10,76% in the grouping of Miti. Only 10,3% of teachers of the secondary surveyed in Mudaka use the data-processing supports for 12,37% with Miti while this rate is 1,86% for those of the primary education of Mudaka and 2,04% with Miti. Concerning the possession of address e-mail, research found that for the teachers of the primary education, 0,68% of surveyed teachers with Mudaka have against the address e-mail 2,8% with Miti and that on the level of those which exert with the secondary, 18,46% are the rate of those of Miti which has it whereas in Mudaka, this rate of possession of address e-mail is 13,4%.The percentage of teachers of these mediums formed with the use of TIC to teach their matters is very weak as well as the percentage of teachers trained to give introductory courses to data processing in teaching primary education and secondary requires that main efforts are made in this sector because the capacity of the teachers in this field leaves something to be desired. In all the two groupings and all the schools where these actors of the formation exert, we found that neither the computer-assisted learning nor the teaching assisted by Internet exists, less still the use of radio of teaching use nor television set of teaching use. The only widespread and more used teaching supports are old handwritten documents, here, not of teacher, not of course.
Author Keywords: teachers, Miti, Mudaka, schools, technology, integration.
Abstract: (french)
Les enseignants des écoles primaires et secondaires qui œuvrent dans les groupements de Miti et de Mudaka ont un très faible taux d’intégration de technologies de l’information et de la communication dans leurs activités professionnelles. Plusieurs facteurs économiques, culturels, sociaux, politiques et d’environnement technologique sont à la base de ce faible accès à cette technologie du siècle qui s’impose pourtant actuellement dans leur profession. La présente recherche réalisée dans ces deux entités rurales du Sud-Kivu est arrivée aux résultats suivants : 2,27% d’enseignants œuvrant à l’école primaire en groupement de Mudaka possèdent leurs propres ordinateurs contre 0,93% à Miti, alors que 15,46% est le taux de ceux qui possèdent un ordinateur parmi les enseignants du secondaire à Mudaka et 20% dans Miti ; 2,04% d’enseignants du primaire enquêtés en groupement de Mudaka utilisent internet contre 8,41% dans le groupement de Miti ; alors que pour ceux qui exercent au secondaire, les taux sont de l’ordre de 26,8% d’enseignants enquêtés en groupement de Mudaka qui utilisent internet contre 23,07% pour ceux de Miti. Alors que 2,04% d’enseignants du primaire de Mudaka utilisent quelque fois l’ordinateur pour illustrer les notions d’informatique enseignées contre 2,8% de Miti, ce taux est de 10,3% d’enseignants du secondaire à Mudaka qui utilisent l’ordinateur contre 10,76% dans le groupement de Miti. Seulement 10,3% d’enseignants du secondaire enquêtés à Mudaka utilisent les supports informatiques pour 12,37% à Miti pendant que ce taux est de 1,86% pour ceux du primaire de Mudaka et de 2,04% à Miti. Concernant la possession d’adresse e-mail, la recherche a trouvé que pour les enseignants du primaire, 0,68% d’enseignants enquêtés à Mudaka possèdent l’adresse e-mail contre 2,8% à Miti et qu’au niveau de ceux qui exercent au secondaire, 18,46% est le taux de ceux de Miti qui la possède alors qu’à Mudaka, ce taux de possession d’adresse e-mail est de 13,4%. Le pourcentage d’enseignants de ces milieux formés à l’utilisation de TIC pour enseigner leurs matières est très faible ainsi que le pourcentage d’enseignants formés pour donner des cours d’initiation à l’informatique dans l’enseignement primaire et secondaire nécessite que de grands efforts soient déployés dans ce secteur car la capacité des enseignants dans ce domaine laisse à désirer. Dans tous les deux groupements et dans toutes les écoles où exercent ces acteurs de la formation, nous avons trouvé que ni l’enseignement assisté par ordinateur ni l’enseignement assisté par internet n’existe, moins encore l’utilisation de radio à usage pédagogique ou de téléviseur à usage pédagogique. Les seuls supports pédagogiques répandus et plus utilisés sont des anciens documents manuscrits, ici, pas d’enseignant, pas de cours.
Author Keywords: enseignants, Miti, Mudaka, écoles, technologie, intégration.
How to Cite this Article
Christian NTACOBASIMA COKOLA, “The use of communication and information technologies (ICT) in the teaching activities by the teachers of the operational schools in groupings of Mudaka and Miti in the South-Kivu,” International Journal of Innovation and Applied Studies, vol. 24, no. 3, pp. 892–909, October 2018.
