AUTEUR : NGONG Aloysius KFUTUA

Université de Douala, Département de Science de l'éducation de l'ENSET de DOUALA

Contact : ngongnjang@gmail.com

RESUME

There is a continuous increase in multicultural classrooms and mixed ability learners. This requires that teachers tailor their content, vary instructional strategies and assessment techniques to accommodate these learners through differentiated instructions. The ubiquitous nature of digital technology offers great opportunities for teachers to vary their classroom practices accordingly. This study sought to know whether and to what extent, primary school teachers apply technology assisted differentiated instructions to improve on learners’ engagement and the development of 21st century skills, which are indispensable for the present job market. The study was anchored on Tomlinson’s theory of differentiated instructions which requires that teachers adjust the content, process and product of the lessons to improve the likelihood of student engagement and achievement. Qualitative and quantitative data was collected from teachers and school administrators through questionnaires and interviews. The qualitative data was analysed thematically while the quantitative data was analysed using the SPSS version 21. The population comprised 150 teachers and administrators drawn from 25 schools in the Douala III Sub Division, through a purposive sampling technique. The findings revealed that although teachers and the authorities believe that technology assisted differentiated instructions can positively influence learner’s engagements, and enhance the acquisition of 21st skills, its implementation by teachers is very ineffective due to various like teachers’ skills, teachers’ perception and overcrowded classrooms. Addressing properly this will enable teachers to be more effective and efficient in handling mixed ability classes. Hence, learners will actively engage in learning, and acquire 21st skills such as critical thinking, creativity, communication, collaboration and digital literacy which enable them develop a career orientation from primary schools.

MOTS CLES

Differentiated instructions, 21st century skills, multicultural classroom, learners’ engagement, technology