THEORISING THE USE OF EDUCATIONAL TECHNOLOGY IN ENGINEERING EDUCATION IN CAMEROONIAN HIGHER EDUCATION

The use of technology is one of the recent evolutions that have occurred in education today (Ngoran, 2016). This evolution has caused a great debate around the world and engineering education is at the fore front of promoting it. Thus, the use of technology in Cameroonian education cannot be minimized, yet it is not without problems. Engineering education in Cameroon has become more problematic following the use of technology. Significant attention has been devoted to the use of educational technology in engineering education throughout the world, but it has not been theorized in Cameroonian Higher education. In this article, we develop a theoretical basis for the use of educational technology from the opinion of Engineering teachers and students. We explore this by giving an overview of the use of technology in Higher education by hypothesizes and describing the perceptions and attitudes of Engineering teachers and students towards the use of Educational technology in engineering education in Cameroonian Higher Education. The study employed cross sectional survey design and used questionnaires and interviews as research instruments. Findings show that Engineering teachers and students have positive perceptions towards the use of educational technology in engineering education and the perceptions do not differ between teachers and students or across institutions. The research has important implications for administrators, Engineering department, teachers and students.