EVALUATING THE USE OF ICTS IN SECONDARY SCHOOL ADMINISTRATION IN CAMEROON: THE CASE OF SOME SECONDARY SCHOOLS IN THE BUEA MUNICIPALITY
Abstract
This paper presents the results of a study carried out on some secondary schools in the Buea municipality, Republic of Cameroon. The said study aimed at analyzing and evaluating the use of ICTs by principals in the Cameroonian school system in the administration of their schools. More precisely, it sought to identify the types of ICTs used by principals and how they use them in human resource administration, the administration of physical resources and the administration of financial resources. The study made use of the case study survey research design and was done in four government secondary schools in Buea. In order to obtain reliable data, a triangulation of data collection instruments was used – a close-ended questionnaire and an observation checklist. The questionnaire was addressed to the principal of the school, who is the chief executive and was therefore considered to be qualified enough to provide reliable information about the use of ICT in administration in the school. The study concluded that there is average available of information and communication technology tools in public secondary schools in Buea. Additionally, there is average usage of ICT tools in human resource administration, administration of physical resources in the school and administration of financial resources.
Downloads
References
Bamidele, A. O. (2015). Access and use of Information and Communication Technology for administrative purpose by institutional administrators in colleges of education in Nigeria. Education Centre, University of Strathclyde.
Becta (2005). Evidence on the progress of ICT in education. Available at http://www.Becta.org.uk/page_documents/rese arch/becta_review‐feb05.pdf
Condie, R., & Munro, B. (2007). The Impact of ICT in Schools: A Landscape Review.
ERNWACA-Cameroon (2005). Integration of information communication technology in education in Central and West Africa: A Case study of pioneer schools in Cameroon. ERNWACA-Cameroon. Consulted October 2014 at: www.rocare.org/Rapportfinal_TICICM2005.pdf
Farrell, G. (April, 2007). Survey of ICT and education in Africa: ICT in education in Kenya. Kenya Country Report.
Fouda N. et al. (2013). Un Profil de Compétences pour les Professeursd’Informatique de l’EnseignementSecondaireCamerounais . Int Rev Educ DOI 10.1007/s11159-013- 9344-6.
Gray, D. L & Smith, E. A. (2007). Case studies in 21st century school administration: Addressing challenges for educational leadership. USA: Sage Publications, Inc.
Karsenti, T., Collin, S. & Harper-Merrett, T. (2012). Pedagogical Integration of ICT: Successes and Challenges from 100+ African Schools . Ottawa, ON: IDRC
Laaria, M. (2013). Challenges in the implementation of ICT in public Secondary Schools in Kenya. International Journal of social Science Education, 4 - 223-4934.
Liverpool, E., & Jacinta, A. (2013). Information and Communication Technologies (ICT): A Panacea to Achieving Effective Goals in Institutional Administration. Middle-East Journal of Scientific research.
Maki, C. (2008). "Information and communication technology for administration and management for secondary schools in Cyprus". Journal of Online Learning and Teaching, 4(3), 18-20.
Mbangwana, M.A. (2008). Introduction of ICT in schools and classrooms in Cameroon. In K. Toure, T.M.S. Tchombe, & T. Karsenti (Eds.). "ICT and Changing Mindsets in Education". Bamenda, Cameroon: Langaa; Bamako, Mali: ERNWACA / ROCARE.
Mueen, U., Asadullah, S., Raed, A., & Jamshed, M. (2013). Measuring Efficiency of Tier Level data Centers. Middle-East Journal of Scientific Research.
Newhouse, C.P. (2002, December). Literature review: the impact of ICT on learning and teaching. Western Australian Department of Education.
Ngajie B. N., & Ngo M. M. (2016). Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12 (1), 89-106
Nganji, J. et al. (2010). Closing the digital gap in Cameroonian secondary schools through the CIAC project. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 6 (2), 106-114
Ngoungouo, A. (2017). The use of ICTs in the Cameroonian school system: A case study of some primary and secondary schools in Yaoundé. International Journal of Education and Development using Information and Communication Technology 13(1), 153-159.
Nyambega, E., Meremo, Omwenga, E., (2019). Challenges Facing Administrators in the use of ICT in Kuria District Secondary Schools in Kenya
Ofsted (2004, May). ICT in schools: the impact of government initiatives five years on. Ofsted Publication Centre, Office for Standards in Education, United Kingdom.
Selerno, C. (2009). Administrator’s Role in Technology Integration.
Thomas, K. (2004). Practical Application of ICT To Enhance University Education In
Ghana.
Ufuophu, E., &Agobami, O. (2012). Usage of information and communication technologies and job motivation among newspaper workers in Nigeria. Journal of Communication and Media Research.
Whitehead, B.M., Jensen D.E.N. &Boschee, F. (2003). Planning for technology. A guide for school administration and curriculum leader. USA. Corwin Press Inc.
Copyright (c) 2021 IJER-International Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the GPH Journal will have the full right to remove the published article on any misconduct found in the published article.
