In the first project phase, national research teams gathered data on the educational use of ICT in 13 countries: Ghana, Gambia, Senegal, Central African Republic, Uganda, Mozambique, Mali, Kenya, Ivory Coast, Congo, Cameroon, and South Africa, and Zambia. Data were collected according to a mixed-method approach, using quantitative data (e.g., questionnaires) and qualitative data (e.g., interviews, observations) on how ICT were integrated into education. In all, 120 schools, 800 school administrators, 8 940 teachers, and 242 873 students participated in the project.
Phase 1 of the PanAf project primarily involved collecting 20,000 pieces of data following a rigorous indicator procedure that was determined based on the literature as well several meetings between the researchers from the participating countries. All the gathered data are available on the Observatory for the pedagogical integration of ICT at www.observatoiretic.org (briefly presented in section VI).
Analyses of the raw data are also provided at the Observatory, and are available not only to PanAf researchers, but to all researchers in Africa and around the world. The clear advantage of these data, beyond being freely accessible at all times, is that they allow a deeper understanding of Africa's ICT policies and a greater awareness of the impacts of ICT on learners and educators. Note that these data frequently highlight gender issues and uncover inequalities throughout education systems. Last but not least, phase 1 of the PanAf project has fostered the development of research skills in the project teams.
http://www.ernwaca.org/panaf/
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