Kathryn Toure – författare

Ce livre veut faire ,tat de l,appropriation des technologies, dans divers contextes africains, par les enseignants et les apprenants de l,enseignement primaire, secondaire et universitaire. Pour ce faire, il pr,sente les travaux de chercheurs de diff,rents pays d,Afrique , B,nin, Burkina Faso, Cameroun, Cote d,Ivoire, Mali, Niger et S,n,gal. Surgissent de ces recherches plusieurs r,flexions et questions qui interpellent tous ceux qui ont , c,ur la compr,hension du potentiel des technologies ,ducatives. Quelles sont les repr,sentations sociales que les enseignants, les ,l,ves et les ,tudiants ont des technologies ? Quelles sont les modalit,s administratives, p,dagogiques et techniques , mettre en ,uvre pour la formation continue , distance des enseignants avec l,aide des technologies ? Comment soutenir l,acquisition des comp,tences technop,dagogiques ? Quelles sont les r,elles potentialit,s des technologies de l,information et de la communication pour soutenir les r,formes en ,ducation ? Les technologies sont-elles une source de motivation ou de d,motivation, un levier pour les approches socioconstructivistes ? Cet ouvrage int,ressera toute personne qui souhaite mieux comprendre l,,ducation en Afrique et plus particuli,rement la place que la technop,dagogie est appel,e , jouer dans l,Afrique du 21e si,cle.

The coronavirus has rattled humanity, tested resolve and determination, and redefined normalcy. This compelling collection of 29 short stories and essays brings together the lived experiences of covid19 through a diversity of voices from across the African continent. The stories highlight challenges, new opportunities, and ultimately the deep resilience of Africans and their communities. Bringing into conversation the perspectives of laypeople, academics, professionals, domestic workers, youth, and children, the volume is a window into the myriad ways in which people have confronted, adapted to, and sought to tackle the coronavirus and its trail of problems. The experiences of the most vulnerable are specifically explored, and systemic changes and preliminary shifts towards a new global order are addressed. Laughter as a coping mechanism is a thread throughout.

The debate is no longer whether to use information and communication technologies (ICT) in education in Africa but how to do so, and how to ensure equitable access for teachers and learners, whether in urban or rural settings. This is a book about how Africans adopt and adapt ICT. It is also about how ICT shape African schools and classrooms. Why do we use ICT, or not? Do girls and boys use them in the same ways? How are teachers and students in primary and secondary schools in Africa using ICT in teaching and learning? How does the process transform relations among learners, educators and knowledge construction? This collection by 19 researchers from Africa, Europe, and North America, explores these questions from a pedagogical perspective and specific socio-cultural contexts. Many of the contributors draw on learning theory and survey data from 36 schools, 66000 students and 3000 teachers. The book is rich in empirical detail on the perceived importance and appropriation of ICT in the development of education in Africa. It critically examines the potential for creative use of ICT to question habits, change mindsets, and deepen practice. The contributions are in both English and French.