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Les pratiques pédagogiques des enseignants avec les TIC au Cameroun entre politiques publiques et dispositifs techno-pédagogiques; compétences des enseignants et compétences des apprenants; pratiques publiques et pratiques privées

Abstract : The Cameroonian educational system, to a point in its history, decided to enroll ICT, it means it considers an innovation or practices that are often already quite widespread in society. It was introduced to meet the needs that seem to be his. But for teachers to integrate these technologies into their practices, they need to have a clear perception of their roles. How to establish the preconditions that support the operation of the system as a whole ? How can these actors acquire the skills necessary to implement new practices ? The main issue of teachers' practices in Cameroon with ICT, has guided us throughout this research. Three tools of data collection have been combined in this exploratory study conducted among 519 students, 258 students, using questionnaires and interviews with 18 respondents. Analysis of data collected allowed us to obtain a historical and sociological findings that ICT in education in Cameroon have had three main periods : the period before 1990, that between 1990 and 2000 and Finally, from 2000 to today. These periods correspond to three political speeches on education and development in Cameroon The 2000s particularly attracted our attention because it was then that ICT has been extended more widely in the educational system of Cameroon. From our concern about public policy and technopedagogical devices, we concluded that there are many ICT policy makers with multiple visions of ICTs but little action followed. It was also noted that there were few ways for those Managers. We noted the establishment of public/private partnerships and the central role of cooperation with the North in the integration of ICT. For teachers and learners, they are mostly poor practices of ICT, related to models dominated by computer literacy that are developped. Some models of ICT integration in education are especially visible in distance education. Now it seems worthwhile to further research to analyze the role of different types of partnerships, particularly in the context of the Francophonie for the equipment and the fonctioning of schools.
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Marcelline Djeumeni Tchamabe. Les pratiques pédagogiques des enseignants avec les TIC au Cameroun entre politiques publiques et dispositifs techno-pédagogiques; compétences des enseignants et compétences des apprenants; pratiques publiques et pratiques privées. Education. Université René Descartes - Paris V, 2010. Français. ⟨tel-00551526⟩

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