Intégration didactique des Tic et efficacité pédagogique des enseignants en classe d’histoire : cas du Lycée de Biyem-Assi Yaoundé

Abstract

The present study on the integration of ICT in history teaching and pedagogical effectiveness of teachers in history classroom: case study of Biyem-assi Yaoundé high school, proposes an analysis of ICT tools that provide effective support to the pedagogical action of the teacher. Indeed, the study proposes an analysis that allows for the understanding of the teacher’s action in a school context influenced by the pedagogical integration of information and communication technologies, the history teacher must update himself and take advantage of the pedagogical benefits offered by ICT. The study thus poses the problem of the effectiveness of pedagogical practices in an ICT context. To this end, the research hypothesis of this study is that the didactic integration of ICT impacts on the pedagogical practices of history teachers. This leads to the general objective of examining the impact of the pedagogical integration of ICT on the pedagogical practices of history teachers. The hypothesis of the study thus gave rise to three research hypotheses: HP.1: The use of the computer as a production medium influences the pedagogical practices of history teachers. HP.2: The use of a digital learning platform as a space for pedagogical interaction impacts on the pedagogical practices of history teachers. HP.3: The pedagogical use of the internet impacts on the pedagogical practices of history teachers. In terms of methodology, the study is qualitative. It used a method of data collection through semi-directed interviews with a sample of ten history teachers. The results of the study show that ICT in general brings a pedagogical advantage to the teaching practice of history teachers. These tools offer the latter possibilities to construct richer, more diversified and more illustrated lessons. In addition, these tools allow teachers to improve their practice by diversifying it. Pupils are therefore more autonomous and active. The theories of scaffolding by Bruner (1998) and Chevallard (1998) confirm these results.