Re-constructing the use of educational technology in the deprived engineering classroom

Abstract

The use of educational technology in classrooms is gaining grounds in the world. Educational technologies such as Intercom, Internet use, Email, use of phones and tablets for research, video chats, YouTube video lesson, WhatsApp discussion groups and many others are used today to enhance learning. Despite this rapid embrace and use of technology, the bone of contention in this paper is that engineering classrooms in Cameroon are still being deprived of educational technology. The research sought out to examine the reason for this nonexistence of educational technologies in classrooms as well as state the advantages that accrues from using educational technology in deprived engineering classrooms in Cameroon. Data was collected through semi-structured interviews with final year engineering students and their lecturers, transcribed and analyzed using the qualitative analytical approach. The study reveals that ignorance of the significance of educational technology, fear of being replaced by the new technology, stiff administrative grip on funds for these technologies are some of the reasons why some engineering classrooms are deprived of educational technology. The advantages include: time serving, access to alternative educational materials, audio-visuals, knowledge sharing with distant and foreign students, an increase in on-line course availability and learning activities, the growth of interactive communications usage, a growing dependence on distant interactions and non-face-to-face learning, increasing numbers of international education and business relationships and partnerships. The article recommends that the reconstruction of educational technology in engineering education in Cameroon needs to be embraced by school authorities, and classroom teachers. It should begin with school administrators who should be intentional about introducing this alternative education technology in their institutions.