Intégration des TICs dans le système éducatif tchadien et amélioration de la qualité des enseignements : cas du campus de Toukra N’Djamena / Tchad

Abstract

This thesis studies the integration of ICT in the Chadian education system and the improvement of the quality of teaching in the case of the Toukra/N'Djamena campus/Chad, by highlighting the uses they make of it, their opinions and their digital skills. Despite the development of digital technology in Chad and the speeches calling for the use of ICT on the Toukra campus, we know very little about the mechanism among teachers and students on the said campus. The general objective of this work aims to: Evaluate the link that exists between the integration of ICT in the Chadian education system and the quality of teaching. However, students and teachers at the University of N'Djamena, particularly on the Toukra campus, do not exploit all the possibilities that ICT offers them due to their ignorance and lack of technological tools; infrastructure and their poor mastery of the tool. To examine it, we mobilized the connectivism theory of Siemens (2005), the communication theory of Mcluhan (1964), the Concems-Based Adoption Model (Hall and Hord (2001) and the Moersch model (1995, 2001) entitled the Level of Technology Implementation (LoTI) All these theories measure the strategies and levels of ICT implementation and the methods of integrating ICT in the classroom by teachers. We opted for a qualitative recherch.We therefore used the interview guide incorporating open questions that we addressed to three students from different departments and 2 teachers. Our results show that teachers and students on the Toukra campus have a favorable opinion on the use of ICT. They use the Internet more for communication than for research and scientific publication. But most of them do not have technical skills and essentially do not master the technological tools that allow them to integrate them effectively.