Teacher ICT skills and Competent

In this study, teachers’ knowledge of the use of ICT as well as their skills and competencies were investigated. Understanding why some of the teachers were active in using ICT tools in their classrooms and others using it indirectly,

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teachers were asked to explain the kind ICT related training in their subject area, they undertook. From their responses, it was clear that most of the

teachers have taken just basic ICT training on how to operate ICT tools during pre-service and in-service training. Also, most of the teachers who are making active use of the tools responded that their skills and competency in the

utilisation of these tools came as a result of personal efforts they took out of their working hours for their personal development. It was later found that the delegation of secondary education organises seminars on ICT, but it was not compulsory for all teachers to attend. Those teachers that participate explained their frustration in that the in-service training they took did not help them in their subject area explained that the in-service training they received did not help them in their subject area. As a result, many admitted not having enough knowledge to integrate ICT in their subject area. From the general view, it was visible from the various responses that these trainings were focusing more on Technological knowledge rather than Pedagogic Technological Knowledge. This is evident from some of their comments:

“After my training as a teacher of ICT at the Higher Teacher Training College (Ecole Normal Superieur), seminars are being organised every year by the Regional Delegation of Secondary Education to train teachers of the subject and update them on syllabus changes. These training are specifically for teachers of ICT as a subject. On a general note, other seminars are being organised to train teachers on basic computer skills. But most of the time these trainings do not help teachers in integrating ICT in their subjects”. (T10)

Another teacher said:

“First of all, our programme and curriculum do not allow us to use these tools.

You know we go for seminars, but I have not yet attended a seminar where we are taught how to integrate ICT in mathematics lessons. Most of the symposium I have attended, teachers were just trained on some basic computer skills”. (T2)

Contrarily, other teachers express their satisfaction on the seminars but

emphasise that it helps them in improving their technological knowledge and

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not knowledge in using the tools to teach their subjects, one of the teachers noted;

I have received in-service training and also equally not long ago under one non-governmental organisation. After all these trainings, I became flexible in browsing and doing research over the net. So I think that training was a key to my current skills on the internet. (T13)

The teachers admitted that the seminars did not help them in their subject areas and so they could not make practical use of the tools in the classrooms even when they got the opportunity use them. Consequently, they admitted not having sufficient knowledge to use ICT tools effectively in their classroom.

Some of the teachers who were competent enough to use the tools in the

teaching and learning process admitted that most of what they know came as a result of their interest in the ICT tools and the ability to work collaboratively with other ICT competent teachers. One of the teachers noted;

“Most of what I know has been through my personal effort and sometimes I asked help from colleagues who are more ICT competent”. (T11)

Another teacher explains:

“I can say most of what I know about ICT comes as a result of the optional courses I took from my university education and also my personal effort because I believe in professional development”.T11

Later in the analysis, it was evident that teachers who have spent so many years in the teaching profession gave some unique response of not been train to use this, tools back in their pre-service training. As a result of this they could not use ICT in their classrooms. This was noted from a respond of one of the teachers who has been teaching for 28 years.

“Students are being taught how to use computers. But for us teachers, we did not have that opportunity we were not taught back in our school days how to use these ICT tools. Even in teaching we were not taught how to use it in teaching back when I was in the teacher training college, so you can understand why I don't even use them in my classroom”.T15

From the various responses, it was evident that many of the teachers gave reference to previous training and ongoing ICT training offered by the

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delegation of secondary education. Overwhelmingly, these training did not equip them with the knowledge needed to use these tools in the teaching and learning process, as a results many of the teachers were not practically using these tools in their classrooms. This serve as one of the variable why pedagogic use of ICT tools remains a difficult concept amongst teaching staff. Further investigation was carried out on how these in-service training are conducted, fortunately, one of the participant teachers interviewed was part of the

organising committee of the ICT seminars in this region. He gave a different view about workshops organised by the delegation of secondary education.

“These seminars are compulsory for the schools to send teachers with the aim that knowledge gotten from there will enable the teachers to teach the students better using ICT tools. Unfortunate just a handful of teachers are usually interested in attending these seminars. From my experience, it is during these seminars that more materials and techniques are being given to the teachers concerning their various scheme of work”. (T17)

Teachers’ skills and knowledge would not be of much value to the process of integrating ICT in the teaching and learning process without considering students’ skills and knowledge in the pedagogic use of ICT. Following from the interview, teachers were asked if their students have the skills to make effective pedagogic use of ICT. Some of the teachers who were more competent in using these tools in the teaching and learning process express the fact that it was impossible at times to use some of the tools as some of the students did not have enough knowledge about the utilisation of the tools. The teacher admitted that some of the students are coming from the diverse background and

consequently limit the utilisation of the tools in their classrooms. The teachers unanimously agreed that:

“The children are coming from different background, some from poor homes where it’s hard to for them to have personal computers, I have so many chemistry and physics learning software on my computer but it is impossible to share with them because most of them will not understand how it works”. (T10)

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Clearly, in this section, it is evident that majority of the teachers admitted that, they did not have enough knowledge to use ICT in their classrooms pedagogically. Though the school and regional delegation was offering free in-service training for teachers in ICT, many of the teachers claimed not being interested in attending these training. Some that attended admitted that these seminars did not help them in any form when it comes to using ICT in the teaching and learning process. Interesting there further investigation saw a contrary explanation about how the in-service are organised by one of the teachers who was a trainer in the in-service training programme. These

conflicting views from these teachers will form a firm base for future research in this field as it will be biased to underestimate justification made by this teacher.

Since there is no accurate answer how these seminars are organised, it would be interesting if further research is carried out to explore ICT both pre-service and in-service ICT training for Cameroonian teachers. It is also noted that children background affects the pedagogical use of ICT in the classroom.