Ndongfack, M. (2015). Mastery of active and shared learning processes for techno-pedagogy (MASLEPT): A model for teacher professional development on technology integration. Creative Education, 6(1), 32-45. https://doi.org/10.4236/ce.2015.61003 Abstract: “As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that…
Comments closedTag: Cameroon
Ndongfack, M. N. (2015). TPACK constructs: A sustainable pathway for teachers professional development on technology adoption. Creative Education, 6(16), 1697-1709. https://dx.doi.org/10.4236/ce.2015.616171. Abstract: “As numerous Information and Communication Technologies (ICTs) penetrate various facets of life, teachers are underutilising it in the teaching and learning process. With the introduction of ICTs in the Cameroon…
Comments closedNgandeu, J. B. (2021). Dealing with barriers to the integration of computer assisted language learning in an African context: Is the TPACK framework enough? An analysis of ICT integration in a low tech context. Per Linguam: a Journal of Language Learning, 36(2), 90-103. https://doi.org/10.5785/36-2-947 Abstract: “The use of technology in teaching…
Comments closedKennah, M. (2016). The use of ICT in the teaching and learning process in secondary schools: A case study of two Cameroonian schools [Master’s thesis, University of Jyväskylä]. Jyväskylä University Digital Repository. https://jyx.jyu.fi/handle/123456789/51929 Abstract: “This study examines the use of ICT by teachers Cameroonian secondary schools. This study explores the pedagogical use…
Comments closed