Published Article / This paper reports on a mixed methods study that investigated access to, use, and perceptions of current and emerging technologies among Information Technology (IT) staff and students at universities of technology (UoTs) in South Africa. Fifty-eight IT staff and 410 IT students from 4 UoTs participated in the study. The primary research instrument was an online survey questionnaire, which was supplemented by semi-structured interviews with 31 of the study participants. Web investigations and conversations with IT support staff from UoTs also formed part of the mixed methods employed in the study. The findings of the online survey are analysed both from individual institutional perspectives and in aggregate form representative of the sector as a whole. Cross tabulations are used to analyse the data across institutions. The quantitative analysis reveals interesting trends and patterns in how students and staff are taking advantage of the potential held by Information and Communication Technologies (ICTs) for teaching and learning and for use in their daily lives. The qualitative findings question the assumptions that have been made about a digital divide between digital native students and their digital immigrant lecturers, suggesting that we need to develop a more sophisticated understanding of the role that technologies play in the lives of both students and staff. Results indicate that while students are very enthusiastic about using various ICTs and Web 2.0 tools, most have still to be convinced about their use for formal academic functions. Academic staff, on the other hand, continues to be cautiously optimistic about the use of ICTs in teaching and still harbour a number of concerns.

Depuis quelques années, les progrès réalisés dans le domaine des technologies de l’information et de la communication (TIC) ont stimulé la mondialisation sociale et économique entraînant l’avènement d’une société dite de l’information. Les campagnes élaborées autour de la dite société prônent la nécessité voire l’urgence pour les pays africains d’utiliser ces technologies afin d’atteindre un niveau de développement élevé. La société malienne n’échappe pas à cette situation. Les télécommunications y jouent un rôle déterminant ainsi que les stratégies tournées vers l’accès universel.Cependant, les progrès technologiques participent à l’atomisation de la société en élargissant particulièrement le fossé catégoriel entre les hommes et les femmes. Cette situation constitue une préoccupation pour tous les acteurs d’autant plus que, selon les Nations Unies, le manque d’accès aux TIC constitue le troisième défi crucial pour la femme après la pauvreté et la violence. Aussi, la prise en compte du genre et l’intégration des femmes dans la réflexion sur les TIC et le développement prennent- elles encore plus d’importance malgré les contraintes et l’écart entre le « dire » et le « faire ». Ce travail s’intéresse aux enjeux que recèle l’usage d’une technologie comme le téléphone mobile pour la femme malienne dans un contexte où tradition et modernité se confrontent. Autrement dit, il est question d’analyser la manière dont le téléphone parvient à s’insérer dans le quotidien de la femme malienne opératrice économique, les pratiques nouvelles ainsi que les transformations qu’il occasionne. / In recent years, progress made in the field of information and communication technologies (ICT) has stimulated social and economic globalization, leading to the development of an information society. Widespread campaigns around that society advocated the need and even the urgency for African countries to use these technologies to reach the expected level of development of which the nation Mali is not an exception. In that area telecommunications and affiliated strategies oriented towards universal access play an important role. However, technological advances are involved in the atomization of society especially broadening the gap between men and women. Moreover, stakeholders are concerned by this situation, especially since, according to the United Nations, the lack of access to ICTs is the third crucial challenge for women after poverty and violence. Therefore, the consideration of gender issues and women integration in ICTs and development become more important despite the constraints and the gap between what is said and what is done. This work focuses on issues that include the use of technologies such as mobile phones by Malian women in an environment whereby tradition and modernity tackle each other. In other words, this study analyses how mobile phones, the new practices and transformations it brings in, fit in the daily life of Malian business women.

A economia da informação é o termo utilizado para designar o período econômico atual, no qual a informação - especialmente por meio da produção de tecnologia e da geração de inovação - tem grande relevância para a condução dos negócios e também para a geração de valor agregado. Tecnologia e inovação seriam, portanto, o motor de uma nova economia, cujo centro não é mais a produção em escala, mas sim a produção com o emprego maciço de informação e conhecimento. Nesse ambiente, as empresas devem buscar criar e compartilhar informações, conhecimentos e inovações. O investimento nas tecnologias da informação e comunicação (TICs), permite o acesso à informação e ao conhecimento, bem como uma rápida integração inter e intra organizacional. Há, entretanto, pessoas, organizações e países desprovidos de acesso ou com baixos níveis de acesso às (TICs), ou aos benefícios dessas; são classificados como excluídos digitais. Os excluídos digitais estão à parte dessa nova realidade mundial. Diante desse cenário, o objetivo deste estudo é entender a exclusão digital de empresas no Brasil, fenômeno que atinge, especialmente, as pequenas e médias empresas (PMEs) e que, no entanto, permanece um tema pouco debatido na literatura nacional. Para esse propósito, inicialmente foi proposto e construído um índice de uso das TICs, por meio do qual foi possível revelar padrões de exclusão digital em nível setorial, por porte de empresas e por regiões geográficas do país. Na sequência, tendo o índice construído, esta pesquisa buscou correlacionar fatores que contribuem para um maior índice de uso das TICs nas empresas, de forma que se possa reduzir a exclusão digital das PME, por meio de práticas gerenciais e/ou governamentais. Para atingir os objetivos desta pesquisa, foram utilizados os microdados de 2011 da pesquisa TIC Empresas, realizada anualmente pelo Comitê Gestor da Internet (CGI). Naquele ano, a pesquisa contou com mais de 5.000 empresas, que foram selecionadas aleatoriamente obedecendo a critérios de amostragem. Também foram utilizadas as técnicas estatísticas de análise fatorial, adaptada para dados binários; de modelagem de equações estruturais; e de regressão múltipla. / Information economy is the term used to describe the current economic period, in which the information - especially through the generation of technology and innovation - is material to the conduct of business and also to the generation of value. Technology and innovation are, therefore, the engine of a new economy which center is not the large-scale production, but the production with the massive use of information and knowledge. Hence companies should seek and share information, knowledge and innovations. Investment in information and communication technologies (ICTs), allows access to information and knowledge, as well as a fast inter and inner organizational integration. There are, however, people, organizations and countries without access or with low levels of access to ICT, or to its benefits; the so called digitally excluded. The digitally excluded are apart from this new global reality. In this scenario, the objective of this study is to understand the digital exclusion of companies in Brazil, a phenomenon that affects especially small and medium enterprises (SMEs) which, however, remains a somewhat less debated topic in the national literature. At first, it was proposed and built an index of the use of ICT, through which it was possible to reveal patterns of digital exclusion in the sectorial level, by size of business and by geographical areas of the country. The following step was to search to correlate factors that contribute to a higher rate of ICT use index in enterprises, so that we can reduce digital exclusion of SMEs through management and/or governmental practices. We used the micro-data of the 2011 wave of the\"ICT Companies Survey\" as the main source for this research. \"ICT Companies Survey\" is conducted annually by the Brazilian Internet Steering Committee (CGI). In the 2011 wave, the survey covered more than 5,000 companies, which were randomly selected, according to criteria of sampling. Statistical techniques were also used as factor analysis, adapted for binary data; structural equation modeling; and multiple regression.

The purpose of this study was to compare Turkey and the European Union (EU) regarding aspects (use, self-confidence and attitude) of students&rsquo / information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo / perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash / an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo / economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo / ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo / socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo / self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo / frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo / perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.

This mixed methods study contains two studies that are linked together sequentially to explore the work/nonwork boundary management of home-based teleworkers through the overarching research question: Do personality traits and ICT use influence how teleworkers manage their work-nonwork boundary? Mobile ICT s such as smartphones are becoming increasingly more important for work and they can have a boundary blurring effect on the work-nonwork boundary as they may be used at anytime and anywhere. However, the issue of how personality traits influence ICT use and work-nonwork boundary management has been neglected, particularly in a teleworking context. As people manage their work-nonwork boundaries differently and some people work better at home than others, it is not known to what extent personality traits play a role in boundary management and ICT use. Study One explores the relationships between the big five personality traits of conscientiousness, extraversion and neuroticism, the facet level traits of dutifulness, gregariousness, and impulsiveness and work/nonwork boundary interruptions. It also explores the relationships between these traits and frequency of technology use for work purposes and the relationship of ICT s (smartphones, tablets and laptops) to work/nonwork boundary interruptions. Data was collected via an online survey, with recruitment from social media sites and Local Authorities totalling 391 usable responses. Conscientiousness was found to be negatively related to work-nonwork and nonwork-work interruptions, dutifulness negatively related to nonwork-work interruptions, neuroticism positively related to work-nonwork interruptions and impulsiveness positively related to nonwork-work interruptions. Personality traits were found to have small correlations to boundary interruptions which was a new finding, although it was expected that the correlations might have been larger than they were found to be. Extraversion was positively related to frequency of laptop use and extraversion and gregariousness were positively related to frequency of smartphone use, neuroticism was negatively related to frequency of smartphone use which were new findings in a work context. Frequency of ICT use was positively related to work-nonwork interruptions, with smartphones showing the highest correlation, followed by tablet and then laptop displaying a stepped effect. This finding of a stepped effect was new and suggests that the portability of smartphones makes them much easier to connect to work out of hours, than laptops and tablets. The second study included interviews from 20 participants who had completed the survey, four from each of five boundary management groups (Strong Segmentors, Strong Integrators, Moderate Managers, Work Boundary Protectors and Family Boundary Protectors). The groups were derived from scores from the survey data, in order to investigate in more depth, other factors that influenced boundary management interruptions that were not picked up in Study One and specifically the idiosyncrasies of ICT use between groups. The qualitative data was analysed via Template Analysis and the final themes in the template were Boundary Management, Crafting Work, Individual Differences, Telework and Interruptions. The theme of Boundary Management was dealt with in this study. Some key findings were that Study Two built upon Study One by finding that proactivity was a key theme and that this trait may be particularly active while individuals are teleworking due to the context. ICT s were used in a way that reflected the wide ranging boundary management preferences of the individuals using them.

A economia da informação é o termo utilizado para designar o período econômico atual, no qual a informação - especialmente por meio da produção de tecnologia e da geração de inovação - tem grande relevância para a condução dos negócios e também para a geração de valor agregado. Tecnologia e inovação seriam, portanto, o motor de uma nova economia, cujo centro não é mais a produção em escala, mas sim a produção com o emprego maciço de informação e conhecimento. Nesse ambiente, as empresas devem buscar criar e compartilhar informações, conhecimentos e inovações. O investimento nas tecnologias da informação e comunicação (TICs), permite o acesso à informação e ao conhecimento, bem como uma rápida integração inter e intra organizacional. Há, entretanto, pessoas, organizações e países desprovidos de acesso ou com baixos níveis de acesso às (TICs), ou aos benefícios dessas; são classificados como excluídos digitais. Os excluídos digitais estão à parte dessa nova realidade mundial. Diante desse cenário, o objetivo deste estudo é entender a exclusão digital de empresas no Brasil, fenômeno que atinge, especialmente, as pequenas e médias empresas (PMEs) e que, no entanto, permanece um tema pouco debatido na literatura nacional. Para esse propósito, inicialmente foi proposto e construído um índice de uso das TICs, por meio do qual foi possível revelar padrões de exclusão digital em nível setorial, por porte de empresas e por regiões geográficas do país. Na sequência, tendo o índice construído, esta pesquisa buscou correlacionar fatores que contribuem para um maior índice de uso das TICs nas empresas, de forma que se possa reduzir a exclusão digital das PME, por meio de práticas gerenciais e/ou governamentais. Para atingir os objetivos desta pesquisa, foram utilizados os microdados de 2011 da pesquisa TIC Empresas, realizada anualmente pelo Comitê Gestor da Internet (CGI). Naquele ano, a pesquisa contou com mais de 5.000 empresas, que foram selecionadas aleatoriamente obedecendo a critérios de amostragem. Também foram utilizadas as técnicas estatísticas de análise fatorial, adaptada para dados binários; de modelagem de equações estruturais; e de regressão múltipla. / Information economy is the term used to describe the current economic period, in which the information - especially through the generation of technology and innovation - is material to the conduct of business and also to the generation of value. Technology and innovation are, therefore, the engine of a new economy which center is not the large-scale production, but the production with the massive use of information and knowledge. Hence companies should seek and share information, knowledge and innovations. Investment in information and communication technologies (ICTs), allows access to information and knowledge, as well as a fast inter and inner organizational integration. There are, however, people, organizations and countries without access or with low levels of access to ICT, or to its benefits; the so called digitally excluded. The digitally excluded are apart from this new global reality. In this scenario, the objective of this study is to understand the digital exclusion of companies in Brazil, a phenomenon that affects especially small and medium enterprises (SMEs) which, however, remains a somewhat less debated topic in the national literature. At first, it was proposed and built an index of the use of ICT, through which it was possible to reveal patterns of digital exclusion in the sectorial level, by size of business and by geographical areas of the country. The following step was to search to correlate factors that contribute to a higher rate of ICT use index in enterprises, so that we can reduce digital exclusion of SMEs through management and/or governmental practices. We used the micro-data of the 2011 wave of the\"ICT Companies Survey\" as the main source for this research. \"ICT Companies Survey\" is conducted annually by the Brazilian Internet Steering Committee (CGI). In the 2011 wave, the survey covered more than 5,000 companies, which were randomly selected, according to criteria of sampling. Statistical techniques were also used as factor analysis, adapted for binary data; structural equation modeling; and multiple regression.

Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus présentes dans toutes les sphères de la société y compris dans l’éducation. Pour favoriser des usages effectifs de ces technologies par des enseignants dans les salles de classe, il devient pertinent de s’intéresser aux usages qu’en font certains formateurs et futurs enseignants dans le cadre de la formation initiale. Ainsi, dans le contexte de la formation initiale des enseignants en Côte d’Ivoire à l’ENS d’Abidjan, l’objectif général de la présente thèse est de documenter les usages et la compétence TIC. Pour répondre à ces préoccupations, une étude qualitative exploratoire a été réalisée à l’Ecole normale supérieure (ENS) d’Abidjan en Côte d’Ivoire. Les entrevues individuelles semi-dirigées avec des formateurs (n = 9) et des futurs enseignants (n = 15) ont été analysées, en adoptant une approche méthodologique basée essentiellement sur l’analyse du contenu. Les résultats sont présentés sous forme d’articles scientifiques. La thèse tente ainsi de décrire des usages des TIC par des futurs enseignants, de dresser un profil des formateurs usagers des TIC dans le cadre de la formation initiale à l’ENS d’Abidjan. Elle veut aussi examiner les usages des TIC par des futurs enseignants, en formation initiale, pour certaines des composantes de la compétence TIC. Les résultats obtenus permettent de dresser une typologie des usages des TIC par des futurs enseignants dans le cadre de leurs activités d’apprentissage. Pour ce qui est des formateurs, trois profils d’usagers ont été dressés : 1. Les usagers de bas niveau qui font usage des TIC uniquement pour la recherche et la production de documents ; 2. Les usagers de niveau moyen qui, en plus de la recherche et la production de documents, utilisent les outils électroniques de communication dans leurs pratiques professionnelles, et font souvent usage des TIC dans leur classe ; 3. Les usagers de bon niveau qui, en plus de faire usage des outils de communication dans leurs pratiques professionnelles et d’intégrer les TIC dans leurs pratiques en classe, disposent de pages Web à but éducatif. Par ailleurs, l’analyse des discours des futurs enseignants sur les usages des TIC laisse percevoir que la compétence TIC se révèle de façon inégale à travers quatre de ses composantes. En effet, même s’ils n’ont pas une posture critique face aux TIC, ces futurs enseignants ont une conscience de leurs avantages dans le cadre de leur formation. Ainsi, ils utilisent les TIC pour communiquer, rechercher les informations, les interpréter afin de résoudre un problème, se constituer un réseau d’échanges et de formation continue. Même si l’intégration des TIC dans la formation initiale des enseignants en Côte d’Ivoire n’est pas encore effective, des formateurs et des futurs enseignants en font usage dans le cadre de la formation. / Information and communications technologies (ICT) play an ever-increasing role in every aspect of our lives, including education. To encourage teachers to make effective use of ICT in their classrooms, it is important to consider how teacher educators and preservice teachers employ them in initial training programs. The research objective was therefore to conduct a qualitative exploratory study to document ICT use and competence in an initial teacher training program at the École normale supérieure (ENS) d’Abidjan, Ivory Coast. We held individual, semi-directed interviews with teacher educators (n = 9) and preservice teachers (n = 15) and analyzed them using a content analysis approach. Results are presented as scientific articles. We also attempted to describe ICT use by preservice teachers and to develop a profile of teacher educators who used ICT in the initial teacher training program at ENS d’Abidjan. In addition, we examined ICT use by preservice teachers in their initial training in terms of specific components of ICT competence. Based on the results, we developed a typology of ICT use by preservice teachers in their initial training program. We also developed three profiles of teacher educators, as follows: 1. Beginners, who used ICT solely to do research and produce documents 2. Intermediates, who, in addition to research and document production, used computerized communication tools in their professional practice, and frequently used ICT in the classroom 3. Adepts, who, in addition to communication for professional purposes and integration of ICT in the classroom, used educational Web pages. Moreover, from the analysis of the interviews with preservice teachers concerning their ICT use, ICT competence appears to vary across four of its components. Furthermore, although preservice teachers did not have a critical attitude toward ICT, they were aware that ICT could benefit their training. Thus, they used ICT to communicate, find information and interpret it in order to solve problems, and set up networks for exchange and continuing professional development. Although effective integration of ICT into initial teacher training in Ivory Coast has not been fully realized, teacher educators and preservice teachers are nevertheless using ICT in teacher training.

Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus présentes dans toutes les sphères de la société y compris dans l’éducation. Pour favoriser des usages effectifs de ces technologies par des enseignants dans les salles de classe, il devient pertinent de s’intéresser aux usages qu’en font certains formateurs et futurs enseignants dans le cadre de la formation initiale. Ainsi, dans le contexte de la formation initiale des enseignants en Côte d’Ivoire à l’ENS d’Abidjan, l’objectif général de la présente thèse est de documenter les usages et la compétence TIC. Pour répondre à ces préoccupations, une étude qualitative exploratoire a été réalisée à l’Ecole normale supérieure (ENS) d’Abidjan en Côte d’Ivoire. Les entrevues individuelles semi-dirigées avec des formateurs (n = 9) et des futurs enseignants (n = 15) ont été analysées, en adoptant une approche méthodologique basée essentiellement sur l’analyse du contenu. Les résultats sont présentés sous forme d’articles scientifiques. La thèse tente ainsi de décrire des usages des TIC par des futurs enseignants, de dresser un profil des formateurs usagers des TIC dans le cadre de la formation initiale à l’ENS d’Abidjan. Elle veut aussi examiner les usages des TIC par des futurs enseignants, en formation initiale, pour certaines des composantes de la compétence TIC. Les résultats obtenus permettent de dresser une typologie des usages des TIC par des futurs enseignants dans le cadre de leurs activités d’apprentissage. Pour ce qui est des formateurs, trois profils d’usagers ont été dressés : 1. Les usagers de bas niveau qui font usage des TIC uniquement pour la recherche et la production de documents ; 2. Les usagers de niveau moyen qui, en plus de la recherche et la production de documents, utilisent les outils électroniques de communication dans leurs pratiques professionnelles, et font souvent usage des TIC dans leur classe ; 3. Les usagers de bon niveau qui, en plus de faire usage des outils de communication dans leurs pratiques professionnelles et d’intégrer les TIC dans leurs pratiques en classe, disposent de pages Web à but éducatif. Par ailleurs, l’analyse des discours des futurs enseignants sur les usages des TIC laisse percevoir que la compétence TIC se révèle de façon inégale à travers quatre de ses composantes. En effet, même s’ils n’ont pas une posture critique face aux TIC, ces futurs enseignants ont une conscience de leurs avantages dans le cadre de leur formation. Ainsi, ils utilisent les TIC pour communiquer, rechercher les informations, les interpréter afin de résoudre un problème, se constituer un réseau d’échanges et de formation continue. Même si l’intégration des TIC dans la formation initiale des enseignants en Côte d’Ivoire n’est pas encore effective, des formateurs et des futurs enseignants en font usage dans le cadre de la formation. / Information and communications technologies (ICT) play an ever-increasing role in every aspect of our lives, including education. To encourage teachers to make effective use of ICT in their classrooms, it is important to consider how teacher educators and preservice teachers employ them in initial training programs. The research objective was therefore to conduct a qualitative exploratory study to document ICT use and competence in an initial teacher training program at the École normale supérieure (ENS) d’Abidjan, Ivory Coast. We held individual, semi-directed interviews with teacher educators (n = 9) and preservice teachers (n = 15) and analyzed them using a content analysis approach. Results are presented as scientific articles. We also attempted to describe ICT use by preservice teachers and to develop a profile of teacher educators who used ICT in the initial teacher training program at ENS d’Abidjan. In addition, we examined ICT use by preservice teachers in their initial training in terms of specific components of ICT competence. Based on the results, we developed a typology of ICT use by preservice teachers in their initial training program. We also developed three profiles of teacher educators, as follows: 1. Beginners, who used ICT solely to do research and produce documents 2. Intermediates, who, in addition to research and document production, used computerized communication tools in their professional practice, and frequently used ICT in the classroom 3. Adepts, who, in addition to communication for professional purposes and integration of ICT in the classroom, used educational Web pages. Moreover, from the analysis of the interviews with preservice teachers concerning their ICT use, ICT competence appears to vary across four of its components. Furthermore, although preservice teachers did not have a critical attitude toward ICT, they were aware that ICT could benefit their training. Thus, they used ICT to communicate, find information and interpret it in order to solve problems, and set up networks for exchange and continuing professional development. Although effective integration of ICT into initial teacher training in Ivory Coast has not been fully realized, teacher educators and preservice teachers are nevertheless using ICT in teacher training.

L’objectif général de cette recherche doctorale est l’étude des déterminants de l’intégration pédagogique des technologies de l’information et de la communication (TIC) par les professeurs à l’Université de Ouagadougou (UO). Cela nous a conduit à étudier respectivement les compétences technologiques des professeurs, les facteurs de résistance contraignant l’intégration pédagogique des TIC par ces professeurs, l’acceptation et les usages spécifiques des TIC par les professeurs. Ce travail s’est bâti autour des concepts théoriques sur les usages éducatifs des TIC, les compétences technopédagogiques, les facteurs de résistance, l’acceptation des TIC et l’intégration pédagogique des TIC. Ces concepts se sont inscrits dans les cadres d’analyses des modèles d’intégration des TIC par les professeurs et des modèles d’acceptation et d’utilisation d’une nouvelle technologie. La stratégie d’analyse des données s’est construite autour des approches descriptives et analytiques notamment au moyen de l’utilisation de la psychométrie et/ou de l’économétrie des modèles à variables dépendantes limitées. Utilisant la recherche quantitative, le recrutement de 82 professeurs par avis de consentement à participer, a permis de collecter les données sur la base de questionnaires dont la majeure partie est bâtie autour de questions à échelle de Likert. L’étude des compétences technologiques des professeurs a permis d’une part, de dresser un portrait des usages des TIC par les professeurs. En effet, les usages les plus répandus des TIC dans cette université sont les logiciels de bureautique, les logiciels de messagerie électronique et de navigation dans Internet. Elle a aussi permis de faire un portrait des compétences technologiques des professeurs. Ceux-ci utilisent à la fois plusieurs logiciels et reconnaissent l’importance des TIC pour leurs tâches pédagogiques et de recherche même si leur degré de maîtrise perçue sur certaines des applications télématiques reste à des niveaux très bas. Par rapport à certaines compétences comme celles destinées à exploiter les TIC dans des situations de communication et de collaboration et celles destinée à rechercher et à traiter des informations à l’aide des TIC, les niveaux de maîtrise par les professeurs de ces compétences ont été très élevés. Les professeurs ont eu des niveaux de maîtrise très faibles sur les compétences destinées à créer des situations d’apprentissage à l’aide des TIC et sur celles destinées à développer et à diffuser des ressources d’apprentissage à l’aide des TIC malgré la grande importance que ceux-ci ont accordée à ces compétences avancées essentielles pour une intégration efficace et efficiente des TIC à leurs pratiques pédagogiques. L’étude des facteurs de résistance a permis d’ériger une typologie de ces facteurs. Ces facteurs vont des contraintes matérielles et infrastructurelles à celles liées aux compétences informatiques et à des contraintes liées à la motivation et à l’engagement personnel des professeurs, facteurs pouvant susciter des comportements de refus de la technologie. Ces facteurs sont entre autres, la compatibilité des TIC d’avec les tâches pédagogiques et de recherche des professeurs, l’utilité perçue des TIC pour les activités pédagogiques et de recherche, les facilités d’utilisation des TIC et la motivation ou l’engagement personnel des professeurs aux usages des TIC. Il y a aussi les coûts engendrés par l’accès aux TIC et le manque de soutien et d’assistance technique au plan institutionnel qui se sont révelés enfreindre le développement de ces usages parmi les professeurs. Les estimations des déterminants de l’acceptation et des usages éducatifs des TIC par les professeurs ont montré que c’est surtout « l’intention comportementale » d’aller aux TIC des professeurs, « l’expérience d’Internet » qui affectent positivement les usages éducatifs des TIC. Les « conditions de facilitation » qui représentent non seulement la qualité de l’infrastructure technologique, mais aussi l’existence d’un soutien institutionnel aux usages des TIC, ont affecté négativement ces usages. Des éléments de recommandation issus de ce travail s’orientent vers la formation des professeurs sur des compétences précises identifiées, l’amélioration de la qualité de l’infrastructure technologique existante, la création d’un logithèque, la mise en œuvre d’incitations institutionnelles adéquates telles que l’assistance technique régulière aux professeurs, l’allègement des volumes horaires statutaires des professeurs novateurs, la reconnaissance des efforts déjà réalisés par ces novateurs en matière d’usages éducatifs des TIC dans leur institution. / The general objective of this doctoral research is the study of the determinants of the pedagogical integration of information and communication technology (ICT) by teachers at the University of Ouagadougou (UO). This led us to study respectively the technological skills of teachers, the resistance factors forcing the integration of ICT by these teachers together with the driving forces of ICT acceptance and ICT educational uses by teachers at this university. This work is built around theoretical concepts of educational uses of ICT, techno pedagogical competences, factors of resistance to ICT use, acceptance and use of ICT and pedagogical integration of ICT. These concepts are included in frameworks for analysis of ICT integration models by teachers and acceptance and use of new technology models. The strategy of data analysis is built around descriptive and analytical approaches, including the use of psychometrics and / or econometrics models with limited dependent variables. Using quantitative research, the recruitment of 82 professors of this university by a notice of consent to participate to the survey, has allowed collecting data on the basis of questionnaires, most of which being built around Likert scale questions. The study of teachers’ technological skills enables on the one hand, to portray a picture of ICT use by teachers. The most common ICT uses at the University of Ouagadougou are the office software, software for email and Internet browsing. On the other hand, it allows a portrait of teachers’ technological skills. They use many softwares and most of them recognize the importance of ICT to their teaching duties and research, but their degree of perceived control on some of ICT applications remains at very low levels. The teachers presented very high control over the skills to exploit ICT in situations of communication and collaboration and also those intended to seek and process information using ICT. These skills reflect their use of electronic means of communication and search engines and the importance that teachers attach to these ICT applications. Moreover, despite the great importance that teachers give to some advanced skills in ICT, they were found at very low levels of mastery of these skills which are those to create learning situations in using ICT and those intended to develop and disseminate learning resources using ICT. Although teachers already use and combine several applications of ICT, their current level of technology skills and teaching does not allow them to effectively use these technologies in their teaching practices. They must necessarily acquire these essential advanced skills. The study of resistance factors helped to establish a typology of these factors. They range from material and infrastructural constraints to those related to computer skills and the availability of support and technical assistance at the institutional level to promote the use of ICT applications in education. It also assessed the compatibility of ICT with teaching duties and research faculty, the perceived usefulness of ICT for educational activities and research facilities, the motivation and / or personal commitment of teachers to use ICT and the influence of social conditions on such uses. There are also the costs of ICT access (Internet and computer equipment), which have shown a negative influence on teachers and violating the development of these educational uses of ICT. The empirical assessment of determinants of acceptance and educational uses of ICT by teachers reveals that, it is mainly the teachers’ "behavioural intention" to go to ICT and "the Internet experience" that affect positively these uses. The "facilitation conditions" that represent not only the quality of the technological infrastructure, but also the existence of institutional support to use ICT, have negatively affected these practices. The elements that can improve educational uses of ICT in the university have been identified from the results of this research: these recommend the teachers’ training on specific identified skills, the improvement of the quality of the existing technological infrastructure, the creation a software library, the implementation of adequate institutional incentives such as regular technical assistance to teachers, the reduction of statutory hourly volumes to innovative teachers, the recognition of the efforts already made by these innovative educational uses of ICT within their institution.

L’objectif général de cette recherche doctorale est l’étude des déterminants de l’intégration pédagogique des technologies de l’information et de la communication (TIC) par les professeurs à l’Université de Ouagadougou (UO). Cela nous a conduit à étudier respectivement les compétences technologiques des professeurs, les facteurs de résistance contraignant l’intégration pédagogique des TIC par ces professeurs, l’acceptation et les usages spécifiques des TIC par les professeurs. Ce travail s’est bâti autour des concepts théoriques sur les usages éducatifs des TIC, les compétences technopédagogiques, les facteurs de résistance, l’acceptation des TIC et l’intégration pédagogique des TIC. Ces concepts se sont inscrits dans les cadres d’analyses des modèles d’intégration des TIC par les professeurs et des modèles d’acceptation et d’utilisation d’une nouvelle technologie. La stratégie d’analyse des données s’est construite autour des approches descriptives et analytiques notamment au moyen de l’utilisation de la psychométrie et/ou de l’économétrie des modèles à variables dépendantes limitées. Utilisant la recherche quantitative, le recrutement de 82 professeurs par avis de consentement à participer, a permis de collecter les données sur la base de questionnaires dont la majeure partie est bâtie autour de questions à échelle de Likert. L’étude des compétences technologiques des professeurs a permis d’une part, de dresser un portrait des usages des TIC par les professeurs. En effet, les usages les plus répandus des TIC dans cette université sont les logiciels de bureautique, les logiciels de messagerie électronique et de navigation dans Internet. Elle a aussi permis de faire un portrait des compétences technologiques des professeurs. Ceux-ci utilisent à la fois plusieurs logiciels et reconnaissent l’importance des TIC pour leurs tâches pédagogiques et de recherche même si leur degré de maîtrise perçue sur certaines des applications télématiques reste à des niveaux très bas. Par rapport à certaines compétences comme celles destinées à exploiter les TIC dans des situations de communication et de collaboration et celles destinée à rechercher et à traiter des informations à l’aide des TIC, les niveaux de maîtrise par les professeurs de ces compétences ont été très élevés. Les professeurs ont eu des niveaux de maîtrise très faibles sur les compétences destinées à créer des situations d’apprentissage à l’aide des TIC et sur celles destinées à développer et à diffuser des ressources d’apprentissage à l’aide des TIC malgré la grande importance que ceux-ci ont accordée à ces compétences avancées essentielles pour une intégration efficace et efficiente des TIC à leurs pratiques pédagogiques. L’étude des facteurs de résistance a permis d’ériger une typologie de ces facteurs. Ces facteurs vont des contraintes matérielles et infrastructurelles à celles liées aux compétences informatiques et à des contraintes liées à la motivation et à l’engagement personnel des professeurs, facteurs pouvant susciter des comportements de refus de la technologie. Ces facteurs sont entre autres, la compatibilité des TIC d’avec les tâches pédagogiques et de recherche des professeurs, l’utilité perçue des TIC pour les activités pédagogiques et de recherche, les facilités d’utilisation des TIC et la motivation ou l’engagement personnel des professeurs aux usages des TIC. Il y a aussi les coûts engendrés par l’accès aux TIC et le manque de soutien et d’assistance technique au plan institutionnel qui se sont révelés enfreindre le développement de ces usages parmi les professeurs. Les estimations des déterminants de l’acceptation et des usages éducatifs des TIC par les professeurs ont montré que c’est surtout « l’intention comportementale » d’aller aux TIC des professeurs, « l’expérience d’Internet » qui affectent positivement les usages éducatifs des TIC. Les « conditions de facilitation » qui représentent non seulement la qualité de l’infrastructure technologique, mais aussi l’existence d’un soutien institutionnel aux usages des TIC, ont affecté négativement ces usages. Des éléments de recommandation issus de ce travail s’orientent vers la formation des professeurs sur des compétences précises identifiées, l’amélioration de la qualité de l’infrastructure technologique existante, la création d’un logithèque, la mise en œuvre d’incitations institutionnelles adéquates telles que l’assistance technique régulière aux professeurs, l’allègement des volumes horaires statutaires des professeurs novateurs, la reconnaissance des efforts déjà réalisés par ces novateurs en matière d’usages éducatifs des TIC dans leur institution. / The general objective of this doctoral research is the study of the determinants of the pedagogical integration of information and communication technology (ICT) by teachers at the University of Ouagadougou (UO). This led us to study respectively the technological skills of teachers, the resistance factors forcing the integration of ICT by these teachers together with the driving forces of ICT acceptance and ICT educational uses by teachers at this university. This work is built around theoretical concepts of educational uses of ICT, techno pedagogical competences, factors of resistance to ICT use, acceptance and use of ICT and pedagogical integration of ICT. These concepts are included in frameworks for analysis of ICT integration models by teachers and acceptance and use of new technology models. The strategy of data analysis is built around descriptive and analytical approaches, including the use of psychometrics and / or econometrics models with limited dependent variables. Using quantitative research, the recruitment of 82 professors of this university by a notice of consent to participate to the survey, has allowed collecting data on the basis of questionnaires, most of which being built around Likert scale questions. The study of teachers’ technological skills enables on the one hand, to portray a picture of ICT use by teachers. The most common ICT uses at the University of Ouagadougou are the office software, software for email and Internet browsing. On the other hand, it allows a portrait of teachers’ technological skills. They use many softwares and most of them recognize the importance of ICT to their teaching duties and research, but their degree of perceived control on some of ICT applications remains at very low levels. The teachers presented very high control over the skills to exploit ICT in situations of communication and collaboration and also those intended to seek and process information using ICT. These skills reflect their use of electronic means of communication and search engines and the importance that teachers attach to these ICT applications. Moreover, despite the great importance that teachers give to some advanced skills in ICT, they were found at very low levels of mastery of these skills which are those to create learning situations in using ICT and those intended to develop and disseminate learning resources using ICT. Although teachers already use and combine several applications of ICT, their current level of technology skills and teaching does not allow them to effectively use these technologies in their teaching practices. They must necessarily acquire these essential advanced skills. The study of resistance factors helped to establish a typology of these factors. They range from material and infrastructural constraints to those related to computer skills and the availability of support and technical assistance at the institutional level to promote the use of ICT applications in education. It also assessed the compatibility of ICT with teaching duties and research faculty, the perceived usefulness of ICT for educational activities and research facilities, the motivation and / or personal commitment of teachers to use ICT and the influence of social conditions on such uses. There are also the costs of ICT access (Internet and computer equipment), which have shown a negative influence on teachers and violating the development of these educational uses of ICT. The empirical assessment of determinants of acceptance and educational uses of ICT by teachers reveals that, it is mainly the teachers’ "behavioural intention" to go to ICT and "the Internet experience" that affect positively these uses. The "facilitation conditions" that represent not only the quality of the technological infrastructure, but also the existence of institutional support to use ICT, have negatively affected these practices. The elements that can improve educational uses of ICT in the university have been identified from the results of this research: these recommend the teachers’ training on specific identified skills, the improvement of the quality of the existing technological infrastructure, the creation a software library, the implementation of adequate institutional incentives such as regular technical assistance to teachers, the reduction of statutory hourly volumes to innovative teachers, the recognition of the efforts already made by these innovative educational uses of ICT within their institution.