Analysing Cameroon Government’s ICT Policy Documents and Trainee Teachers’ Perception of ICT in education policy implementation using Critical Discourse Analysis

Date
2013-11Abstract
Based on forum discussions of 10 trainee teachers at a higher teachers training college in Cameroon, this paper aims to synthesize teachers' perception of ICTs in education and development using critical Discourse Analysis (CDA).It gives a radical implication on the governments' techno-centric view of ICTs for education and development through their policy documents and how this intends translates through implementation,utilization and teacher development at the micro level. The researcher uses CDA informed by critical policy to interrogate how hegemony influences public policy of ICTs which intends leads to poor implementation because contextual factors are not carefully considered before drafting policy.CDA is used to understand this contextual factors through trainee teachers' discourse of ICTs from forum discussions and word clouds are used to give a content analytical perspective of the policy documents. The researcher confronted a massive compliance and ideological rhetoric to ICT discourse but observes a latent integration process of ICTs in Education and development. Preliminary findings indicate that policy implications should include the need to greatly provide opportunities for training to teachers in the use of ICTs for education in order to encourage initiative for use and also calls for an improvement of mobile technology infrastructure. // Paper ID: 55
Collections
Metadata
Show full item recordRelated Items
Showing items related by title, author, creator and subject.
-
A Critical Systemic Analysis of an On-line Teacher Education Program of ICONSENT, India: An Experiment of e-Learning in Teacher Education
Deshmukh, Veena; Chougule, Sadashiv; Naidu, Som; Deshmukh, Martand N; Takwale, Ram (2010-11)Rapid advances in information communication technology (ICT) and their applications in education have greatly influenced and changed the learning environment. The content development and the processes of learning today ... -
Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
Kabugo, David; Muyinda, Paul B; Masaazi, Fred M; Mugagga, Anthony M; Mulumba, Mathias B (Commonwealth of Learning (COL), 2016)Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their ... -
A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
Kabugo, David; Masaazi, Fred M; Mugagga, Anthony M (Commonwealth of Learning (COL), 2015)While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in ... -
From Policies to Implementation of Open Distance Learning In Rwanda: A Genealogical and Governmentality Analysis of What and How
Mukama, Evode (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws from ... -
Perception of students of Radio delivery of learning materials in Auchi Polytechnic, Auchi, Nigeria
Idogho, P O; Eshiotse, S G (2013-11)The process and the practice of teaching and learning keep undergoing changes in order to maintain pace with developments and innovations in science and technology. Gradually but definitely, the profile and characteristics ...