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dc.contributor.authorNdenge, Kinsley
dc.coverage.spatialAfricaen_US
dc.date.accessioned2016-02-26T05:45:54Z
dc.date.available2016-02-26T05:45:54Z
dc.date.issued2013-11
dc.identifier.urihttp://hdl.handle.net/11599/1984
dc.description.abstractBased 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: 55en_US
dc.language.isoenen_US
dc.subjectTechnology and Innovationen_US
dc.subjectICT in Educationen_US
dc.subjectEducation Policiesen_US
dc.subjectCritical Thinkingen_US
dc.titleAnalysing Cameroon Government’s ICT Policy Documents and Trainee Teachers’ Perception of ICT in education policy implementation using Critical Discourse Analysisen_US
dc.typeWorking Paperen_US
dc.coverage.placeNameCameroonen_US


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