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
Christian Ntacobasima Cokola · International journal of innovation and applied studies · 2018
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.