Nkehsera Claire Ndangle

Higher Teacher’s Training College (E.N.S)Yaounde

ACCESS TO,AND APPLICATION OF NEW TECHNOLOGIES IN SELECTED CAMEROONIAN

SECONDARY SCHOOLS.

To explore changes in the training of teachers in pedagogical integration of ICTs in some five Cameroonian secondary schools.

To identify whether educators have been trained in the pedagogical integration of ICTs;

To determine whether educators use ICTs in preparing lessons, teaching and assessing learners;

To confirm whether there is an ICT room for educators only.

 

Case study research methodology The population of the study - educators and

managers of five selected secondary schools in Cameroon

Data currently available on the PanAf Observatory www.observatoiretic.org

Interviews- educators and managers of the selected schools.

Statistical analysis and illustration of data.

Specific Objective 1: To identify whether educators have been trained on the pedagogical integration of ICTs. (PanAf Observatory Indicators 2.3.1, 2.3.2, 2.3.3,2.3.4, 2.4.1, 2.4.2, 4.5.1, 4.5.2).

Name of School

No of Learners

No of Educators in School

No of Functional Computers

No of Computers for Educators

No of ICTs Trained Educators

No of Subjects in School

No of ICTs Integrated Subjects

Leareat 2115 71 26 00 02 12 01

L.B Essos 7000 250 60 00 09 13 04

LCC 3253 105 80 00 17 14 09

Leclerc 5182 315 75 00 19 20 20

JOSS 3050 95 75 00 20 13 13

TOTAL 20600 836 316 00 67 72 47

Table 1: ICT Situation in Selected Schools

Name of School No of Educators in School No of ICTs Trained Educators

Leareat 71 02

L.B Essos 250 09

LCC 105 17

Leclerc 315 19

JOSS 95 20

TOTAL 836 67

- Teachers have been trained on how to use ICT and not on the pedagogical integration.

Table 2: Number of educators and ICT trained educators

Specific Objective 2: To find out whether educators use ICTs in preparing lessons, teaching and assessing learners.

Name of SchoolNo of Educators

in School

No of ICTs Trained

Educators

No of Subjects in School

No of ICTs Integrated Subjects

Leareat 71 02 12 01L.B Essos 250 09 13 04LCC 105 17 14 09Leclerc 315 19 20 20JOSS 95 20 13 13TOTAL 836 67 72 47

Table 3: Number of ICT integrated subjects

Specific Objective 3: To find out whether there is a separate computer room for Educators

Name of SchoolNo of Computers for Teachers and

Students

No of LearnersNo of Educators in

School

Leareat 26 2115 71L.B Essos 60 7000 250Leclerc 75 5182 315JOSS 75 3050 95LCC 80 3253 105TOTAL 316 20600 836

Educators have not been readied for the integration process through initial training or continuing education for teachers that include the pedagogical use of technology (indicators 3.11)

Most educators are still in the initial phase of computer use (indicators 4.3)

Educators hardly use ICTs to prepare, teach and communicate with students (indicators 4.7)

Educators in the selected schools are ill-prepared for the

pedagogical integration of ICTs (indicators 5.1)

Because educators are not provided with computers, it is difficult for them to prepare lessons, teach and communicate using ICTs

Educators are aware of the importance of ICTs in teaching (school managers gave questionable information on the number of ICTs integrated subjects)

Teachers feel they are challenged by the lack of reserved computers for them to learn how to use the computer and how to prepare, teach and communicate with students

Initial training and continuing education for teachers that include the pedagogical use of technology is virtually nonexistent;

Problem of access to computers by educators;

Problem of continuous maintenance (indicators 2.5, 7.9)

Incorporate pedagogical integration of ICT in teachers training curriculum

Ensure training of educators in the instructional use of ICTs is applied in practice, by:

- providing enough ICT equipment especially to the

teachers when they reach the schools -technical assistance etc.     

Recommendations

To the Ministry of Higher Education