Social Sciences
| Open Access |
DOI: The Influence of Technology on Educational Practices in Government Colleges in Fako - Cameroon: The case of Bilingual Grammar School Molyko
Zenabuin Florence , University of Buea, Cameroon Rosemary M Shafack , University of Buea, Cameroon Fidelis L Alemnge , University of Buea, CameroonAbstract
For a long time now traditional classroom approach has been complemented by a variety of technological innovations. In Cameroon, the Presidential decree of 2009 initiating the construction of multimedia resource centers in Government Secondary Schools could be regarded as initial steps toward including technological innovations in the teaching-learning process. Ideally one would expect technological innovations to positively influence Educational practices. In this paper, we examine the influence of technology on educational practices in government colleges in Fako: The case of Bilingual Grammar School Molyko.
This paper investigated what influence technology has on educational practices in government secondary schools in Fako, with a case study of the Bilingual Grammar School Molyko (180 students and 150 teachers). 330 respondents were chosen to participate in our interview guide, and focus group discussions. In order to investigate the perceptions of students and teachers on the influence of technology on educational practices, a thematic analysis was carried out on the focused group data collected from the students. Similarly, SPSS was used and a chi-square test was run to reveal if there are significant relationships between the introduction of technology in the teaching-learning process and educational practices among teachers. Our hypothesis was that Learner’s and teachers’ perceptions will reveal that there is a significant influence of technologies on the educational practices at the Bilingual Grammar School, Molyko Buea. We recommend that the Bilingual Grammar School should organize termly workshops on adopting technological innovations in the teaching-learning process to keep both learners and teachers abreast with changing technologies relevant to the teaching-learning process. We also recommend that the multimedia resource centres be maintained regularly for practice using recent technological models.
Keywords
Influence, Technology, Educational Practices
References
Abass, N. (2017) The use of ICTs in the Cameroonian school system: A case study of some primary and secondary schools in Yaoundé. International Journal of Education and Development using Information and Communication Technology. 2017, Vol. 13, Issue 1, pp. 153-159.
Decree n°. 2002/092 of April 9, 2002, from the President of the Republic, establishing The Agence Nationale des technologies de l’Information et de la Communication (ANTIC).
Ministerial Decision N° 1233/B1/1464 MINEDUC/SG of 30th December 2002, modifying decision N° 140/B1/1464/MINEDUC/SG of 15th February 2002 “on the creation, organization, and functioning of the Multimedia Resources Centers”, Ministry of National Education.
Ngajie Berty and Ngo Mback Marie Charlotte (2016). Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration International Journal of Education and Development using Information and Communication Technology. Vol. 12, Issue 1, pp. 89-106
Tchinda, Tetand Josué (2007), Survey Of ICT and Education in Africa: Cameroon Country Report Cameroon. www.infodev.org
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Copyright (c) 2025 Zenabuin Florence, Rosemary M Shafack, Fidelis L Alemnge
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