In this study, the author presents a relatively detail analysis of a survey research conducted on the impact and uses of ICT and the issues that underlie the integration of ICTs in teacher education programs in Nigeria. The theme (ICT) is one of the variables tested on a study conducted by the researcher on “the relationships between funding, ICT, selection processes, administration and planning and the standard of teacher education in Nigeria.” The data for the study were gathered through a two page questionnaire administered to 180 respondents who were accessible in the Faculties of Education and School of Education of the selected institutions. In total, 154 questionnaires were retrieved which represents 86% return rate. At the same time, the data were analyzed quantitatively using SPSS version 13.5 software program of a computer. The results of the survey carried out amid universities and College of Education staff perception of the impact of ICT on teacher education in Nigeria suggested that the respondents were disgruntled with the sluggish use and integration of ICT in both the states and federal government owned institutions of higher education in general and into teacher education programs in particular.

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Appraising the relationship between ICT usage and integration and the standard of teacher education programs in a developing economy

Cet article presente les resultats de deux enquetes menees aupres d’enseignants du primaire et d’etudiants du programme de formation initiale a l’enseignement au prescolaire et au primaire de l’Universite de Sherbrooke. Les chercheurs font d’abord etat de la documentation scientifique relative a l’identification des facteurs qui favorisent ou inhibent l’integration des TIC en enseignement, tant chez les enseignants chevronnes que chez les novices. Ils examinent ensuite l’impact eventuel des effets de modelage de la formation pratique sur la reproduction des modeles actuels de recours a ces technologies. Enfin, ils s’interrogent sur la probabilite de changer les pratiques en fonction de la stabilite des modeles d’intervention educative preconises en formation initiale a l’enseignement et dans les milieux de pratique.

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Les facteurs sous-jacents au transfert des compétences informatiques construites par les futurs maîtres du primaire sur le plan de l’intervention éducative

Prospective Teachers and ICTs : Changes in Educational Attitude, Motivation and Practice Thierry KARSENTI, professeur CRIFPE, Faculté des sciences de l’éducation, Université de Montréal (Québec), Canada Lorraine SAVOIE-ZAJC, professeure Département des sciences de l’éducation, Université du Québec à Hull (Québec), Canada François LAROSE, professeur CRIFPE, Faculté des sciences de l’éducation, Université de Sherbrooke (Québec), Canada This study examines the tendencies, issues and challenges related to the integration of ICTs into training for the teaching profession and into the teaching practice itself. Its objective is to deepen our understanding of the changes occurring among prospective teachers presented with ICTs (beginning with the educational innovation of « on-line » courses), with respect to their motivation vis-à-vis the integration of ICTs into university teaching, their attitudes to this new learning mode, and their in-class teaching practices. The first experiments with on-line courses took place in the fall of 1998. The results presented are based on data collected between September 1998 and May 2000 (four academic sessions). The experiment of course mediatization on the Web at the Université du Québec à Hull indicated that a change takes place among prospective teachers when they are presented with ICTs in their teacher training. Changes were noted in terms of their motivation to learn with ICTs, their attitudes with respect to the integration of ICTs 87 volume XXIX, printemps 2001 www.acelf.ca Les futurs enseignants confrontés aux TIC : changements dans l’attitude, la motivation et les pratiques pédagogiques

Les futurs enseignants confrontés aux TIC : changements dans l'attitude,

This study was motivated by the premise that no nation grows further than the quality of its education. The paper presents an investigation on the relationships between funding, ICT, selection processes, administration and planning and the standard of science teacher education in Nigeria. The data for the study was gathered through a two page questionnaire administered to 180 respondents who were accessible in the Faculties of Education and Schools of Education of selected institutions. In total, 154 questionnaires were retrieved, representing an 86% return rate. At the same time, the data was analyzed using the SPSS version 13.01 software program. The survey was carried out to discover the perception of university and College of Education

The Relationship between Funding, ICT, Selection Processes, Administration and Planning and the Standard of Science Teacher Education in Nigeria

Thesis submitted in fulfilment of the requiremnets for the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2004.

Mapping and audit of information and communication technologies in Library and Information Science education in Sub-Saharan Africa

The authors present a relatively extensive review of the literature on the epistemological issues that underlie the integration of information and communication technologies (ICTs) in university teaching. On one hand,

Jean-Marie Dirand

Papers

Information and Communication Technologies in University Teaching and in Teacher Education: Journey in a Major Québec University's Reality