Apport des technologies de l’information et de la communication dans l’enseignement/ apprentissage de la géographie au Cameroun : cas des lycées et collèges de l’arrondissement de Yaoundé IIIe.

Abstract

This research titled "contribution of Information and Communication Technologies (ICTs) in the teaching / learning of geography in Cameroon: case of Yaounde III Subdivision is centered on the fact that several disciplines with geography inclusive in secondary school’s do not benefit from the didactic and techno-pedagogic innovations offered by ICT. The problem raised by the topic is the insufficiency of ICT tools in the teaching-learning of geography in Cameroon. This study is based on the assumption that, using ICT to optimize teaching-learning of geography, helps to better construct geographic reasoning and skills acquisition. Thus, this study aims to show the contribution of ICT to optimize pedagogical practices in geography; and to get there, we used theories of ICT integration, innovation, constructivism and socio-constructivism to better carry out the analyses. From a hypothético-déductive method, we were used both quantitative and qualitative research, and the results show that there is teaching suffers from a lack of general interest and techno-pedagogical training of teachers in geography. This strongly influences the status of the discipline, the quality of the knowledge transmitted and acquired, and the conditions and modalities of the teaching / learning practices. Therefore, to solve these problems is to revisit the programs, to officially integrate the ICT as didactic material for all the disciplines and mainly in geography, to train teachers not only in the discipline but especially on the effective and efficient use of ICT so as to upgrade the status of the discipline in secondary schools in Cameroon and improve the quality of its teaching/learning.