The Use of ICT in the Teaching and Learning Process in ...

[Pages:122]Mua Rodanny Kennah

The Use of ICT in the Teaching and Learning Process in Secondary Schools:

A Case Study of Two Cameroonian schools

Master's Thesis August 2016

Department of Education Institute of Educational Leadership

University of Jyv?skyl? 1

Appreciation I am using this opportunity to; first of all, thank the Almighty God who guided me throughout my studies at the University of Jyvaskyla. It has been an incredible journey for me, and there are lots of people who contributed to my success. I equally thank my parents Mr and Mrs Mua for their love and support in my life and most of all for believing in my dreams. My special thanks goes to my family members; Mua Richards, Mua Genevieve, Mua Ekei, Mua Sepeline, Mua Ebenezer (of late), Mua Frankline, Mua Lolita, Mua Sylvie, Mua Roy Nangoh, Martin Nkang, Hersche Nyoki Ngeve, Nalyonge Ngeve, Monjowa Ngeve, Nduma Ngeve, Ako Gifty, Ako Breteritta and not forgetting Prof. Mbua Jacob Ngeve for his support towards my education in Finland.

I would like to acknowledge the Institute of Educational Leadership. My heartfelt thanks go to my supervisor Prof. Aini-Kristiina Jappinen for her motherly support and guidance throughout my thesis. Also, thanks go to the all my lecturers and most importantly to the programme coordinator Leena Halttunen, the head of the Institute of Educational Leadership, Risku Mika, and the departmental secretary, Maarit Vehkala. I would like to thank the Finnish citizens who supported my study through taxes, and they will forever remain in my heart. Also, I would like to express my gratefulness to the Cameroonian Association in Jyvaskyla (CAJ), the Free Church Jyvaskyla for their love and support throughout my studies in Jyvaskyla. Lastly, thanks go to all the school principals, teachers, students, and parents who participated in my research. I cherished their support, engagement and plied to enhance the pedagogic use of ICT in Cameroonian schools.

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Abbreviations ICT: Information and Communication Technology TK: Technological Knowledge CK: Content Knowledge PK: Pedagogic Knowledge TCK: Technological Content Knowledge TPK: Technology Pedagogic Knowledge PCK: Pedagogic Content Knowledge TPACK: Technology Pedagogic and Content Knowledge UNESCO: United Nations Educational, Scientific and Cultural Organization OECD: Organization for Economic Cooperation and Development OLPC: One laptop per child CIAC: Computer Integration Across the Curriculum ICAC: Integration of Computer Across the Curriculum PTA: Parents Teachers Association SSL: Spreadsheet Supporting Learning MPTP: Multimedia Portable for Teachers Pilot EFA: Education For All IICD: International Institute for Communication and Development CD: Compact Disc DVD: Digital Versatile Disc TIMSS: Trend in Mathematics and Science Study BECTA: British Educational Communications and Technology Agency G.C.E: General Certificate of Education examination NAICT: National Agency for Information and Communication Technologies PDF: Portable Document Format MOOC: Massive Open Online Courses SMS: Short Message Service

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FCFA: Franc Communaut? Financi?re Africaine NGO: NON-Governmental Organisation

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List of Tables and Figures

Table 1 Summary of Research Instruments, Methods and Participants........................... 49 Table 2 Summary of ICT tools Used and Purpose............................................................... 55 Figure 1 Relationship between PCK and TPACK model ................................................... 17 Figure 2 Components of Technological Pedagogic Content Knowledge......................... 20 Figure 3 A Vignette of Collaborative Classroom practice with the Use of ICT............... 70 Figure 4 A Vignette of direct Instructional teaching using ICT......................................... 71 Figure 5 Teachers Inadequate knowledge of ICT integration............................................ 86

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Table of Contents

1 INTRODUCTION ................................................................................................. 8 2 Theoretical Framework and Key Concepts .................................................... 14

2.1 Introduction ................................................................................................... 14 2.2 Pedagogic Use of ICT in a Classroom ........................................................ 15

2.2.1 Shulman?s Pedagogic Content Knowledge (PCK) ........................... 15 2.2.2 TPACK Model (Technological Pedagogical Content Knowledge) 16 2.2.3 Teacher Professional Development in ICT and Competency ......... 21 2.2.4 Collaborative Use of ICT in the Pedagogy......................................... 25 3 Impact of the Pedagogic Use of ICT ................................................................ 27 3.1 The World Links programme...................................................................... 27 3.1.1 The International Institute for Communication and Development (IICD) 30 3.2 Problems Associated with Pedagogic Use of ICT .................................... 33 3.3 ICT Enhancement by School Administration ........................................... 38 3.3.1 School Principals as Technological Leaders ...................................... 38 3.3.2 Parents Involvement and Support in the Pedagogic Use of ICT .... 42 4 RESEARCH METHODOLOGY ....................................................................... 45 4.1 BACKGROUND OF STUDY ....................................................................... 45 4.2 Research Methods ......................................................................................... 47 4.3 The Participants and the Research Process ............................................... 48 4.4 Ethical Consideration ................................................................................... 51 4.5 Method of Analysis....................................................................................... 52 5 Results ................................................................................................................... 53 5.1 How do teachers use ICT as a pedagogical tool? ..................................... 54 5.1.1 Teachers' Pedagogic Use of ICT .......................................................... 54 5.1.2 Teacher ICT skills and Competent ...................................................... 59 5.1.3 Access and ICT infrastructure ............................................................. 63 5.2 What is the impact of ICT on pedagogy? .................................................. 65 5.2.1 ICT Facilitates the Teaching Process ................................................... 65 5.2.2 Impact of Collaborative Use of ICT .................................................... 68

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5.2.3 The Impact of ICT on students' outcome ........................................... 72 5.3 What is the role of administration in enhancing the use of ICT?........... 75

5.3.1 Principal's Perspective of ICT in Education....................................... 75 5.3.2 ICT Programmes and Projects Set by the School Administration .. 76 5.3.3 Parents Enhancement of ICT in the school ........................................ 80 6 DISCUSSION ...................................................................................................... 84 6.1 Introduction ................................................................................................... 84 6.2 Exploring the Pedagogic Use of ICT .......................................................... 84 6.2.1 Actual Pedagogical Use of ICT ............................................................ 85 6.2.2 Teacher ICT competence and Skills .................................................... 88 6.2.3 School Access and ICT infrastructure................................................. 90 6.3 Impact of the Pedagogic Use of ICT ........................................................... 92 6.3.1 ICT Impact on Teaching Outcome ...................................................... 92 6.3.2 ICT Use as Collaborative tool to Enhance teaching and Learning . 93 6.3.3 ICT Impact on Learning Outcome ...................................................... 94 6.4 Role of the school administrators (Principals and Parents) in Enhancing the ICT in the Pedagogy.......................................................................................... 96 6.4.1 Principal's Role....................................................................................... 97 6.4.2 Community Enhancement of ICT in the pedagogy.......................... 99 7 Conclusion and Recommendation ................................................................. 101 7.1 Future Research........................................................................................... 105 REFERENCE .............................................................................................................. 107 APPENDICES............................................................................................................ 115 APPENDIX A: Research Cover Letter ................................................................ 115 APPENDIX B: Research Permit Request for BHS Molyko............................... 116 APPENDIX C: Research Permit Request for GBHS Muea............................... 117 Appendix D: Interview Guide Outline for Teachers ........................................ 118 Appendix E: Interview Guide Outline for Principals ....................................... 120 Appendix F: Interview Guide Outline for Parents............................................ 121

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1 INTRODUCTION

ICT stands for Information and Communication Technology and defined as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information (Gunton, 1993; Victoria, 2002). ICT is divided into two main approaches in education such as; ICT for education and ICT in education. ICT for education implies the development of information communication technology for learning and teaching purpose while ICT in education involves the adoption of general components of information and communication technology in practical use in teaching and learning processes (Voogt & Pelgrum, 2005; Watson, 2006). Today, technology has increasingly become a vital element for firms to compete and develop. Ajayi (2008) highlighted that the world of today is considered as a global village through the use of ICT in different educational, political, economic and social sectors. Almost in all situations or tasks, we find the integration and the use of technology to solve problems. Accordingly, future teachers need to equip and acquaint themselves to make changes brought about by technology (Cuban, 2001; Kozma, McGhee, Quellmalz & Zalles; 2004; Philip, Oluwagbemi, & Oluwaranti, 2010; Voogt 2010; Voogt, 2013).

Today, the limitations of distance have been broken by technology. A teacher can have several students all over the world through virtual classrooms. With the use of phones, Skype and other devices alike the teachers and students can easily get connected making it possible for teaching and learning to take different innovative platforms. It is seemingly difficult, if not impossible, to address quality education without making mention of the use of ICT. ICT is considered as one of the pillars upon which quality education for all can indeed

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