| In an increasingly interconnected world, developing countries need to be active participants in the information society. Contact between different cultures is on the rise; cultural resources have become consumer resources; and cultural minorities across the globe who have integrated information and communications technology (ICT) into their societies risk domination by the cultures of developed countries on the global communication networks. In order for a culture to stand its ground online, it is essential that its educational institutions train learners in their own cultural context, and promote and encourage the development and use of endogenous educational content. It is from this perspective that this qualitative study seeks, as a first objective, to assess the cultural content being accessed and distributed via ICT in schools of developing African countries; as a second objective, to describe existing barriers to an integration of ICT that would encourage online cultural promotion in these schools; and finally as a third and final objective, to identify practical strategies for an ecological ICT integration in these schools. Such an integration would be sustainable, adapted to local contexts, and foster the full participation of its teachers and students. To achieve these objectives, we have used a multi-case study based on interviews with 168 teachers and 230 students from 34 pioneer ICT schools located in five West and Central African countries; which content was analyzed according to each specific objective. Adopting the strategies described in our results would allow these schools to overcome some of the barriers they are facing, and to favour the ecological integration of ICT necessary for developing a more equitable information society, thus reducing the digital divide between the 'information haves and have-nots'.;Keywords : culture, ICT, education, Africa, digital divide... |
PDF Full Text Request