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

1. 4th International Conference on ICT for Development, Education and Training, SENEGALMay 27-29, 2009

2. ACCESS TO,AND APPLICATION OF NEW TECHNOLOGIES IN SELECTED CAMEROONIAN SECONDARY SCHOOLS. Nkehsera Claire Ndangle Higher Teacher’s Training College (E.N.S)Yaounde

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

4. SPECIFIC OBJECTIVES • 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.

5. METHOD • 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.

6. PRESENTATION OF RESULTS 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).

7. Table 1: ICT Situation in Selected Schools

8. Table 2: Number of educators and ICT trained educators - Teachers have been trained on how to use ICT and not on the pedagogical integration.

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

10. Table 3: Number of ICT integrated subjects

11. Specific Objective 3: To find out whether there is a separate computer room for Educators Figure 2: Number of Teachers/Computer

12. Table 2: Number of Computers for both Teachers and Students

13. Discussion of Findings • 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)

14. Conclusion • 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

15. MAJOR CHALLENGES • 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)

16. Recommendations To the Ministry of Higher Education • 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.

17. THANKS FOR YOUR KIND ATTENTION