[ L’intégration des technologies de l’information et de la communication (TIC) par les établissements d’enseignement primaire et secondaire œuvrant dans les groupements de Mudaka et de Miti au Sud-Kivu ]
Volume 24, Issue 2, September 2018, Pages 684–701
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 development and the integration of numerical and communication and information technologies in the educational space of Mudaka and Miti would be into same to make progress the effectiveness of the schools which work in these two rural mediums of the South-Kivu in teaching and the assumption of responsibility of learning but also in their teaching operation, administrative and with their opening, if they were really integrated by those. The results of this research carried out on 60% of primary schools and 60% of high-schools and technical working in each of two groupings revealed then what follows compared to the integration of communication(TIC) and information technologies by these educational establishments: in grouping of Miti 37,5% of secondary and technical schools surveyed have an address e-mail, and 11,11% in the grouping from Mudaka, 21,42% of primary schools in grouping of Miti against 0,05% of primary schools of Mudaka grouping, no school in these two mediums have a Web site, none does not lay out of a radio station of teaching use nor a television set of teaching use. Neither primary education educational establishment nor secondary practices the computer-assisted learning, less still the teaching assisted by Internet. The rate of service road of the schools in electric power is about 12,5% for the secondary schools of the grouping of Miti, of 11,11% for the secondary schools of the grouping of Mudaka, of 5% for the primary schools in grouping of Mudaka against 14,2% for the educational establishments primary education of Miti. Ultimately in the schools exerting in groupings of Miti and Mudaka, the computer course is registered primarily with the programmed of course on a purely advertising basis, and the integration of the TIC in the teaching and administrative activities of the schools remains and remains still problematical the present time.
Author Keywords: Schools, Mudaka, Miti, Integration, Teaching Activity.
Volume 24, Issue 2, September 2018, Pages 684–701
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 development and the integration of numerical and communication and information technologies in the educational space of Mudaka and Miti would be into same to make progress the effectiveness of the schools which work in these two rural mediums of the South-Kivu in teaching and the assumption of responsibility of learning but also in their teaching operation, administrative and with their opening, if they were really integrated by those. The results of this research carried out on 60% of primary schools and 60% of high-schools and technical working in each of two groupings revealed then what follows compared to the integration of communication(TIC) and information technologies by these educational establishments: in grouping of Miti 37,5% of secondary and technical schools surveyed have an address e-mail, and 11,11% in the grouping from Mudaka, 21,42% of primary schools in grouping of Miti against 0,05% of primary schools of Mudaka grouping, no school in these two mediums have a Web site, none does not lay out of a radio station of teaching use nor a television set of teaching use. Neither primary education educational establishment nor secondary practices the computer-assisted learning, less still the teaching assisted by Internet. The rate of service road of the schools in electric power is about 12,5% for the secondary schools of the grouping of Miti, of 11,11% for the secondary schools of the grouping of Mudaka, of 5% for the primary schools in grouping of Mudaka against 14,2% for the educational establishments primary education of Miti. Ultimately in the schools exerting in groupings of Miti and Mudaka, the computer course is registered primarily with the programmed of course on a purely advertising basis, and the integration of the TIC in the teaching and administrative activities of the schools remains and remains still problematical the present time.
Author Keywords: Schools, Mudaka, Miti, Integration, Teaching Activity.
Abstract: (french)
Le développement et l’intégration du numérique et de technologies de l’information et de la communication dans l’espace éducatif de Mudaka et de Miti seraient en même de faire progresser l’efficacité des écoles qui œuvrent dans ces deux milieux ruraux du Sud-Kivu dans l’enseignement et la prise en charge des apprenants mais aussi dans leur fonctionnement pédagogique, administratif et à leur ouverture, si elles étaient réellement intégrées par celles-ci. Les résultats de la présente recherche réalisée sur 60% d’écoles primaires et 60% d’établissements d’enseignement secondaire et technique œuvrant dans chacun de deux groupements ont révélé alors ce qui suit par rapport à l’intégration des technologies de l’information et de la communication(TIC) par ces établissements d’enseignement : en groupement de Miti 37,5% d’écoles secondaires et techniques enquêtées ont une adresse e-mail, et 11,11% dans le groupement de Mudaka, 21,42% d’écoles primaires de Miti contre 0,05% d’écoles primaires à Mudaka, aucune école dans ces deux milieux ne possède un site web, aucune ne dispose d’un poste radio à usage pédagogique ni un téléviseur à usage pédagogique. Aucun établissement d’enseignement primaire ni secondaire ne pratique l’enseignement assisté par ordinateur, moins encore l’enseignement assisté par internet. Le taux de desserte des écoles en énergie électrique est de l’ordre de 12,5% pour les écoles secondaires du groupement de Miti, de 11,11% pour les écoles secondaires du groupement de Mudaka, de 5% pour les écoles primaires en groupement de Mudaka contre 14,2% pour les établissements d’enseignement primaire de Miti. En définitive dans les écoles exerçant en groupements de Miti et de Mudaka, le cours d’informatique est inscrit essentiellement au programme de cours à titre publicitaire, et l’intégration des TIC dans les activités pédagogiques et administratives des écoles reste et demeure encore problématique à l’heure actuelle.
Author Keywords: écoles, Mudaka, Miti, intégration, activité pédagogique.
How to Cite this Article
Christian NTACOBASIMA COKOLA, “The integration of communication (TIC) and information technologies by the educational establishments primary education and secondary working in the groupings of Mudaka and Miti in the South-Kivu,” International Journal of Innovation and Applied Studies, vol. 24, no. 2, pp. 684–701, September 2018.
