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Panafrican Research Agenda on the Pedagogical Integration of ICT : synthesis of Phase I Since January 2007, more than 1 500 000 visitors. As illustrated in Figure X, in the first 9 months of 2010, there were 486 241 visitors, an average of 1621 individual IP addresses per day, browsed the data available on the PanAf Observatory (according to Google Analytics – the most widely recognized site visit analysis tool). 23
Agenda panafricain de recherche sur l’intégration pédagogique des TIC : synthèse de la Phase 1 VII. ICTs and gender in primary and secondary education in West and Central Africa 24 Under a project funded by the IDRC, research was conducted in 40 primary and secondary “ICTs pioneer” schools in five countries from 2004 to 2005. Discussions with the participants uncovered certain realities in West and Central Africa concerning ICTs and gender. In the course of this trans-national research project, we found that, although the computer rooms in the schools studied held an almost irresistible attraction for everyone, both students and teachers raised gender-related issues of ICTs access. “The people in charge of the computer, multimedia and information processing rooms were mostly, if not exclusively, men. Women were rarely assigned ICTs monitoring or teaching duties. However, in about a dozen schools, we learned that special arrangements had been made to allow the less technically adept students to become more comfortable with ICTs use. Unfortunately, the scheduling was not always convenient, especially for women. In the opinion of most school principals, if a difference existed between the boys and girls, it was not very apparent. They also stressed that both boys and girls exhibited computer savvy and enjoyed using ICTs. Generally, it appeared that the girls got better marks in the computer class as well as in other subjects. At school, priority ICTs access was given to the most motivated pupils, regardless of sex, although the boys seemed to have more access to computers outside of school, e.g., at cyber-cafés. Some teachers remarked that, in terms of handling computer tools, the boys seemed to have mastered the computer better than the girls overall. In most cases, a few boys were known as ICTs experts by their friends. “ (Research into ICTs and Gender: Some Key Themes (2003). Butcher, Neil et al., unpublished paper, 21p. ) 7.1 Gender-specific examples of ICTs integration at different teaching levels Many sub-Saharan African countries need to improve the quality of education and resolve the equity issue. Discrimination against girls, or sexual differentiation, is a serious concern and a barrier to the integration of ICTs in education. The disparities observed between girls and boys in learning to use ICTs, at all education levels, underscores the gender-specific nature of African societies, where
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