Teacher Factors and Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon
DOI:
https://doi.org/10.47672/ajodl.1256Keywords:
Teacher factors, ICT, implementation of ICT curriculum, teacher training, ICT infrastructures and attitude.Abstract
Purpose: This study investigated teacher factors and implementation of ICT curriculum in some public primary schools in Mezam Division, North West Region of Cameroon.
Methodology: The study adopted a mixed method research paradigm. The argument of the study was anchored on the Technological, Pedagogical and Content Knowledge Model and the Technology Acceptance Model. A cross-sectional descriptive survey research design was used with a sample of 375 teachers and 72 head teachers who were teaching at the public primary schools in Mezam Division. Data obtained were analyzed using descriptive and inferential tools such as frequencies counts, percentages and multiple responses set.
Findings: Findings on hypothesis one showed that teachers’ level of training on ICT has a significant and positive influence on the implementation of ICT based curriculum (R= 0.490**, p-value 0.000< 0.05). Again, findings on hypothesis two revealed that teachers’ use ICT infrastructures has a signiifcant and positive influence on the implementation of ICT curriculum (R= 0.392**, p-value 0.000< 0.05). Lastly, findings show that teachers’ attitude towards ICT use has a signiifcant and positive influence on the implementation of ICT curriculum (R= 0.544**, p-value 0.000< 0.05). Therefore, the study concluded that teacher factors have a significant and a positive influence on the implementation of ICT curriculum.
Recommendations: Based on the findings, it was recommended that teacher training colleges should ensure that the period given for practical implementation of ICT curriculum should be proportionate to the period spent in class to acquire theory on the implementation of ICT curriculum. This will ensure that pre-service teachers leave the college being well prepared with ICT competency. This will result effectively implementation of ICT curriculum in schools. Also, the Ministry of Education as well as the Regional Pedagogic Inspectors for ICT should organize regular and practical in-service training with demonstration lessons that help teachers develop basic, intermediate and advanced ICT skills. Having these ICT skills will help teachers to change their teaching practices and serve as essential element for effectively implementation of ICT curriculum into the classroom.
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