Usages pédagogiques des Tics et gestion des ressources numériques éducatives dans l’Enseignement secondaire : étude de cas au Lycée classique et moderne de Sangmélima

Abstract

Digital technology has experienced rapid growth in almost all sectors, particularly in education. Digital education, which is the focus of our research, has long been integrated into educational systems and holds a prominent place in several countries worldwide as part of new reforms. These reforms aim to address certain challenges such as distance, meaning that the physical presence of learners and teachers is no longer essential for conducting educational sessions. In the case of Cameroon, a notable observation was made with the onset of the COVID-19 pandemic in 2019. Cameroon found itself in a "digital patchwork" due to multiple restrictions and reforms that were implemented, including changes to health, budgetary, and functional aspects (school closures and limitations on physical contact). These restrictive measures led to the emergence of distance digital education. In 2020, a distance education center was established according to the Minister of Secondary Education. This center aims to ensure interconnectivity and continuity of classes across the ten regions of Cameroon. To achieve this, several remedial measures were taken, such as providing distance digital education through television, exchange platforms, and forums. Hence, our research theme is titled "Pedagogical Uses of ICTs and Management of Digital Educational Resources in Secondary Education." This study aims to demonstrate that managing digital educational resources encounters challenges within pedagogical practices. Consequently, this leads to the problem of inadequate techno-pedagogical practices related to the management of digital educational resources in secondary schools. From this problem arises a main research question: Does the pedagogical use of ICTs influence the management of digital educational resources in secondary education? To address this issue, we formulated a general hypothesis: The pedagogical use of ICTs influences the management of digital educational resources in secondary education. To achieve our objectives, we opted for a mixed research method. The quantitative part involved a survey conducted on a total sample of 60 teachers and administrative staff, specifically those working at the Classical and Modern High School of Sangmélima. For the qualitative aspect, we selected a sample of 5 teachers from the same school, distinct from the first group, for semi-structured interviews. The data collected were analyzed and presented in the form of tables followed by interpretations. The analysis confirmed that the pedagogical use of ICTs does influence the management of digital educational resources in secondary education. This also supports our three specific research hypotheses: S.H.1: The pedagogical use of ICTs influences teaching in secondary education. S.H.2: The pedagogical use of ICTs influences teachers' competencies in secondary education. S.H.3: The pedagogical use of ICTs influences collaboration among secondary school teachers. Therefore, we conclude that emphasis should be placed on both the quality and quantity of digital resources available and used within educational institutions. Initial and ongoing training for teachers regarding educational technology and the management of various digital tools is essential.