20 Feb 2018

PROBLEMS FACED WITH THE INTEGRATION OF ICT IN CAMEROONAN SCHOOLS

Today, technology is the vital element needed for any nation to develop.  While the Limitation “distance” has been broken, ICT is considered as one of the pillars upon which quality education for all can indeed become a reality. ICT is regarded as a powerful tool in Cameroon that can help improve productivity, competitiveness, stimulating growth, creating employment opportunities and enhancing the well being of the Cameroonians.

The incorporation of ICT in the teaching and learning processes is still a major problem faced by teachers and the teaching approach commonly used by teachers in secondary schools is the talk and chalk approach where the teacher does most of the talking and pedagogic work while the student is regarded as passive audience information.

Mishra and Koehler (2006) argued that with regards to a more rapid and technological world we now find ourselves in, technological knowledge needs to be included in addition to the content and pedagogical knowledge for the teaching and learning process to be effective.

To integrate ICT in the classroom, seminars were organised for teachers but the seminars did not help them in their subject areas and so they could not make practical use of the tools in the classrooms even when they got the opportunity to use them. Consequently, they do not have sufficient knowledge to use ICT tools effectively in their classroom. Teachers who were competent enough to use the tools in the teaching were those with interest in ICT tools and the ability to work collaboratively with other ICT competent teachers.

One of the main shortcomings faced by teachers in integrating ICT in their classroom was the time allocated for the various lessons, attitude to planning, describing, applying and evaluating their lessons with the help of ICT. The practical use of these ICT tools by teachers still remain in a preliminary stage. The introduction of computer science as a subject in Cameroonian schools has been a focus on equipping teachers and students with the technological knowledge to use ICT.

Despite the massive investment in the integration of ICT in secondary schools, still the effective and efficient use of these tools has come to a big challenge, the teaching approach commonly used by teachers in secondary schools is the talk and chalk approach where the teacher do most of the talking and pedagogic work while the student is regarded as passive recipients of information, Though the ICT tools and resources were made available to the school which is a valuable resource for the learning and teaching process, very few teachers made use of these ICT tools in their teaching. Thus, it appears that the project put in place to improve the teachers’ ICT skills through training was not useful since many teachers were not confident enough to use ICT in their classrooms

However, strategies adopted by the school leaders to promote the use of ICT in learning and how these strategies are related to teachers´ awareness to use ICT in their classroom practices should be checked. School authorities should play a role of a motivator who encourages teachers to use ICT and there should be moral support to sustain teachers’ use of ICT in teaching.

 

Sources: Mishra, P., & Koehler, M.J. (2006).  Technological pedagogical content knowledge: A frame work for teacher knowledge.

Jhurree, V. (2005) technology Integration in Education in Developing Countries.

 

Article by: Busayo Tomoh

 

Leave a Reply

avatar
  Subscribe  
Notify of