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Panafrican Research Agenda on the Pedagogical Integration of ICT : synthesis of Phase I It would also seem urgent to reflect on the pedagogical integration of ICTs into teaching in particular African localities where learning with these tools is a very chaotic process. ICTs themselves do not encourage students to be creative or to grasp the scientific approach. That requires a pedagogical framework within which technology can facilitate the use, processing and production of relevant information, among others. No matter how powerful the hardware, it serves no educational purpose if it is not used for appropriate purposes. Hence, education research has a duty to shine a scientific spotlight on training in the pedagogical uses of ICTs, a societal issue of enormous import. As a continent that lags far behind in ICTs adoption, use and innovation, Africa is not at the point where it can use educational ICTs to provide its people with a better education or to take advantage of the investment potential and opportunities it offers. Nevertheless, several countries are convinced that ICTs use is an undeniably sound economic development strategy when viewed as an investment in the future. This raises possibilities of ICTs utilization for African development and a restructuring of knowledge based on a consideration of local African realities.
Agenda panafricain de recherche sur l’intégration pédagogique des TIC : synthèse de la Phase 1 IV. Research objectives of PanAf Phase I IDRC’s Acacia program rests on the statement that: Research on ICTs in education in Africa remains rare. […] a niche for Acacia in supporting research that contributes to a better understanding of the educational uses of ICTs in the socio-cultural context of Africa; that produces evidence that can inform the main stakeholders (policy-makers, practitioners, researchers, parents, students, etc.); and that promotes the formulation and implementation of policies and reforms supporting the introduction of ICTs in the educational systems. The purpose of the PanAfrican Research Agenda on the Pedagogical Integration of Information and Communications Technologies (ICTs) is to contribute to this broadening process and to participate in the access, construction, and production of knowledge in the information era. The PanAf network’s aim is to better understand how the pedagogical integration of ICTs can enhance the quality of teaching and learning in Africa. The first phase of the PanAfrican Research Agenda on the Pedagogical Integration of ICTs (PanAf ) has been successful in: • Establishing dynamic research teams in 12 Sub-Saharan African countries. • Creating an open, online Observatory where researchers currently share approximately 20,000 data points for 180+ indicators along 12 themes, from 100+ African schools (including hundreds of downloadable raw data files including policy documents, recorded interviews, scanned questionnaires, and examples of ICTs in teaching in learning). • Initiating processes to encourage academic and practical publications by participating African researchers. In line with IDRC’s objectives to encourage free and open access to information, that flows through new ICTs networks, and enhances the ability to create knowledge, the greatest strengths of the project’s Phase I outputs include unprecedented access to qualitative and quantitative, socially and gender-disaggregated, school-scale knowledge - via an innovative open access database. The Observatory itself is the primary output of the PanAf research project – however it is important to view it not as a product of the participating researchers’ efforts but rather a structure central to the project, which houses the results of their work. It is an unprecedented knowledge resource owned and updated by African researchers in the field. As a synthesis, and in response to the challenges highlighted in the literature and on the field, PanAf Phase 1 aimed to: • Collect new school-scale data, using mixed methodologies • Create innovative opportunities for knowledge sharing • Provide learning opportunities for those involved 4.1 Main research question How can the pedagogical integration of ICT into African education systems improve the quality of teaching and learning? This question is entirely consistent with the IDRC mission, which is embodied by the five-year Acacia
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