Gender Differences in ICT use and school Management in selected schools in Cameroon

By

Mbangwana Moses Atezah

Yeba Judith Sama

INTRODUCTION

Computers are increasingly being used for management or administrative tasks at all levels of education. Most organisations today use computers to assist in management functions. Computers may improve efficiency in many of the tasks required in the operation of organisations. In the same way educational organisations can use computers to operate more efficiently. Schools involve large numbers of people which leads to the need to create efficient management and administrative functions. Computers can be used in a variety of ways to support the operation of schools. They can be used as a tool by the classroom teacher for course preparation, student and resource management, and record keeping as well as by the school administration for many of the tasks which are required in the running of a school.( Paul Newhouse,2002)

ICT and school management is an important issue, since it is well recognized that senior managers in schools have a major impact upon classroom and curriculum practices, and that the use of ICT within schools is permeating aspects of school practice to the extent that it will impact upon the practice of all staff (both teaching and non-teaching).

There are two key assertions which imply that the field of ICT and school management is a vital field to explore, to support appropriately both current and future practice:

Senior managers in schools have a major impact upon classroom and curriculum practices, and the ways in which changes are introduced. Use of ICT within schools is permeating aspects of school practice increasingly, and will impact upon the practice of all staff (both teaching and non-teaching, and if not at this present time, then in the near future). It is not difficult to find supporting evidence for these assertions. For example, with regard to the first assertion, Fullan (1992) and Everard (1986) indicate the impact that management can have upon classroom practice in a largely non-ICT based environment, while Scrimshaw (1997) and Becta (2000, 2001a, 2001b) (at http://www.becta.org.uk/research/reports/ictresources.html) indicate the strong relationship between the two in ICT based environments also. However, linking ‘good’ or effective management with ‘good’ or higher attainment outcomes of pupils when ICT is used is likely to be entirely contextual. To develop effective management, or even to understand ‘good’ management, means that the context, vision, purpose, planning methods, approaches, strategies, tactics and monitoring mechanisms all at least need to be understood within this context.

With regard to the second assertion, the permeation of ICT and its implications for future management were highlighted by Scrimshaw (1997) and in the Stevenson Report (1997), and implications for management at school and LEA levels have been explored further in terms of other technological contexts in schools by, for example, Passey et al. (1997) and Somekh et al. (2001) Other studies in the US, such as those by Rockmann et al. (1997) have also looked at implications for management within and beyond school boundaries. The permeation of uses of ICT for educational purposes means that for all those who manage, ICT is likely to have an impact now or in the very near future. From the point

of view of those who manage in educational situations this will mean that there will be implications for those who are involved in all types of management, whether it be strategic management, implementation management at a policy or school level, those who are responsible for curriculum management, classroom management, site management, financial management, or personnel management. This width of involvement means that potential shifts in practice arising from the involvement of ICT, or concerns about practice in these different areas, are likely to occur both specifically within the domain as well as locally for individuals. The effects of the pervasive use of

ICT will imply changes, in terms of both practice and intention. Managers at all levels of the educational system will need to be able to understand how they can best manage the situation for each group involved (according to their educational purpose and focus), whether they be site managers, financial managers, or those managing the creation of resource content for teachers or pupils, for example. The likely width of shift means that management will need to be informed in order to address educational change effectively, through techniques that adopt appropriate knowledge of the management of change, using pertinent management approaches, and in ways that consider organizational impacts that could arise.

STATEMENT OF THE PROBLEM

OBJETIVE:

To find out whether there is a gender difference in ICT access and use for school managers in selected schools in Cameroon.

SPECIFIC OBJECTIVES

1. To find out if there is a gender disparity in access to and use of ICTs for managers in selected schools in Cameroon.

2. To find out why this gender difference.

3. To find out how access to and use of ICTs can be improved for and female managers in some schools in Cameroon.

RESEARCH QUESTION

THEORETICAL FRAMEWORK

LITERATURE REVIEW

MÉTHODOLOGY

-Case study research methodology

-Qualitative method

-Population of study-elected schools in Cameroon

-Sample of respondents- five Cameroonian Secondary Schools

-Data from PanAf Observatory

- Data will be illustrated by using percentages, graphs, bar charts, histograms

-secondary data from documentaries, articles, publications, and other scientific researches carried out in this domain.

DATA ANALYSIS

DISCUSSION/CONCLUSION

RECOMMENDATIONS FOR POLICY AND PRACTICE

REFERENCES