2. Nkehsera Claire Ndangle Higher Teacher’s Training College (E.N.S)Yaounde ACCESS TO,AND APPLICATION OF NEW TECHNOLOGIES IN SELECTED CAMEROONIAN SECONDARY SCHOOLS.

3. To explore changes in the training of teachers in pedagogical integration of ICTs in some five Cameroonian secondary schools.

4.  To identify whether educators have been trained in the pedagogical integration of ICTs;  To determine whether educators use ICTs in preparing lessons, teaching and assessing learners;  To confirm whether there is an ICT room for educators only.

5.  Case study research methodology  The population of the study - educators and managers of five selected secondary schools in Cameroon  Data currently available on the PanAf Observatory www.observatoiretic.orgwww.observatoiretic.org  Interviews- educators and managers of the selected schools.  Statistical analysis and illustration of data.

6. Specific Objective 1: To identify whether educators have been trained on the pedagogical integration of ICTs. (PanAf Observatory Indicators 2.3.1, 2.3.2, 2.3.3,2.3.4, 2.4.1, 2.4.2, 4.5.1, 4.5.2).

7. Name of School No of Learners No of Educators in School No of Functional Computers No of Computers for Educators No of ICTs Trained Educators No of Subjects in School No of ICTs Integrated Subjects Leareat2115712600021201 L.B Essos70002506000091304 LCC32531058000171409 Leclerc518231575001920 JOSS30509575002013 TOTAL2060083631600677247 Table 1: ICT Situation in Selected Schools

8. Name of SchoolN o of Educators in School No of ICTs Trained Educators Leareat7102 L.B Essos25009 LCC10517 Leclerc31519 JOSS9520 TOTAL83667 - Teachers have been trained on how to use ICT and not on the pedagogical integration. Table 2: Number of educators and ICT trained educators

9. Specific Objective 2: To find out whether educators use ICTs in preparing lessons, teaching and assessing learners.

10. Name of School N o of Educators in School No of ICTs Trained Educators No of Subjects in School No of ICTs Integrated Subjects Leareat71021201 L.B Essos250091304 LCC105171409 Leclerc3151920 JOSS952013 TOTAL836677247 Table 3: Number of ICT integrated subjects

11. Figure 2: Number of Teachers/Computer Specific Objective 3: To find out whether there is a separate computer room for Educators

12. Name of School N o of Computers for Teachers and Students No of Learners N o of Educators in School Leareat26211571 L.B Essos607000250 Leclerc755182315 JOSS75305095 LCC803253105 TOTAL31620600836

13.  Educators have not been readied for the integration process through initial training or continuing education for teachers that include the pedagogical use of technology (indicators 3.11)  Most educators are still in the initial phase of computer use (indicators 4.3)  Educators hardly use ICTs to prepare, teach and communicate with students (indicators 4.7)  Educators in the selected schools are ill-prepared for the pedagogical integration of ICTs (indicators 5.1)

14.  Because educators are not provided with computers, it is difficult for them to prepare lessons, teach and communicate using ICTs  Educators are aware of the importance of ICTs in teaching (school managers gave questionable information on the number of ICTs integrated subjects)  Teachers feel they are challenged by the lack of reserved computers for them to learn how to use the computer and how to prepare, teach and communicate with students

15.  Initial training and continuing education for teachers that include the pedagogical use of technology is virtually nonexistent;  Problem of access to computers by educators;  Problem of continuous maintenance (indicators 2.5, 7.9)

16.  Incorporate pedagogical integration of ICT in teachers training curriculum  Ensure training of educators in the instructional use of ICTs is applied in practice, by: - providing enough ICT equipment especially to the teachers when they reach the schools -technical assistance etc. Recommendations To the Ministry of Higher Education