Abstract
As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that teacher development programmes effectively assist them in integrating technology in instructional processes, a study was conducted to determine a more acceptable model of teacher professional development. This study employed a quantitative survey methodology in the collection of data towards the development of a model on technology integration in classrooms and the identification of training needs for teachers. A total of 400 teachers were selected to participate in this study using the stratified random sampling technique from primary schools in 10 Regions of Cameroon to identify their preferences in a professional development model. The data was analysed using percentages, frequency counts, mean and standard deviation. The results indicated that teacher-participants showed a strong preference for an on-going school-based professional development model that supports collaborative learning, problem solving and involves classroom follow-up. A review of the weaknesses in current models as well as literature on best practices in in-service teacher training led to the proposed Mastery of Active and Shared Learning Processes for Techno-pedagogy (MASLEPT) model.
Highlights
In 2009, Cameroon published the Growth and Employment Strategy Paper aimed at transforming the country into an emerging nation by 2035
Based on the weaknesses observed in the existing model of teacher professional development on technology integration, this study was conducted with the following research question in mind: “What professional development model will empower in-service primary school teachers to develop their knowledge of technology, pedagogy and content to effectively adopt Information and Communication Technology (ICT) across the school curriculum”?
Research Question: What professional development model will empower in-service primary school teachers to develop their knowledge of technology, pedagogy and content to effectively adopt ICT across the school curriculum?
Summary
In 2009, Cameroon published the Growth and Employment Strategy Paper aimed at transforming the country into an emerging nation by 2035. One of the strategies to achieve the vision is the development of the required human capital by the education sector. Qualified human resources in Information and Communication Technology (ICT) play a key role in leapfrogging nations to emerging country status (Partners for 21st Century Skills, 2009). Building a competent ICT workforce to drive the vision will require pupils to start acquiring technological skills while still in primary school. For this to be effective, teachers should be empowered to adequately use technology in instructional processes. An effective professional development model on technology integration in classroom practices is a pre-requisite for them to use the tools
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