ICTE in Togo
What techno-skills do secondary school teachers need?
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Despite the proliferation of ICT integration projects in Togolese schools, particularly at secondary level, we have to admit that, to our knowledge, there are very few studies on ICT in secondary schools, and even fewer on teachers. The aim of our exploratory study is to analyze the techno-knowledge and skills of secondary school teachers in their use of ICT, according to C. Raby's (2004) model. We sent out a questionnaire and a techno-knowledge test to 140 teachers. The results reveal that teachers have a good level of techno-knowledge and a fairly high level of techno-competence in terms of ...
Despite the proliferation of ICT integration projects in Togolese schools, particularly at secondary level, we have to admit that, to our knowledge, there are very few studies on ICT in secondary schools, and even fewer on teachers. The aim of our exploratory study is to analyze the techno-knowledge and skills of secondary school teachers in their use of ICT, according to C. Raby's (2004) model. We sent out a questionnaire and a techno-knowledge test to 140 teachers. The results reveal that teachers have a good level of techno-knowledge and a fairly high level of techno-competence in terms of personal and professional use of ICT. However, their level of competence in the pedagogical use of ICT was only fair. These results raise concerns about the ability of secondary school teachers to effectively integrate ICT into their pedagogical practice, and suggest the need to strengthen their ICT skills. Training must be considered a priority to ensure the success of the ICT policy in Togo
