As schools increasingly adopt new technologies in enhancing teaching and learning, models of teacher professional development are also evolving. To ensure that teacher development programmes effectively assist them in integrating technology in instructional processes, a study was conducted to determine a more acceptable model of teacher professional development. This study employed a quantitative survey methodology in the collection of data towards the development of a model on technology integration in classrooms and the identification of training needs for teachers. A total of 400 teachers were selected to participate in this study using the stratified random sampling technique from primary schools in 10 Regions of Cameroon to identify their preferences in a professional development model. The data was analysed using percentages, frequency counts, mean and standard deviation. The results indicated that teacher-participants showed a strong preference for an on-going school-based professional development model that supports collaborative learning, problem solving and involves classroom follow-up. A review of the weaknesses in current models as well as literature on best practices in in-service teacher training led to the proposed Mastery of Active and Shared Learning Processes for Techno-pedagogy (MASLEPT) model.

As numerous Information and Communication Technologies (ICTs) penetrate various facets of life, teachers are underutilising it in the teaching and learning process. With the introduction of ICTs in the Cameroon primary school curriculum, teachers have been receiving training on computer skill-base courses and yet many are unable to adopt the tool in instructional processes. To ensure that teacher training programmes effectively assist them in integrating technology in instructional processes, a study was initiated to determine additional set of skills that they need to adopt the tool in their classrooms. This study employed a quantitative survey methodology in the collection of data towards the determination of additional skills needed by primary school teachers. A total of 400 teachers were selected using the stratified random sampling technique from primary schools across all the 10 Regions of Cameroon. The data were analysed using mean and standard deviation. The findings of the survey indicated that teacher-participants reported a better mastery of content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK) and technological content knowledge (TCK). On the other hand, they reported weaknesses in three other constructs notably: technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The researcher concluded that teacherparticipants performed better in the CK, PK and PCK because these constructs constitute the basis for teacher education in Cameroon. Similarly, they performed well in the TCK construct because their professional development programme is focused on fostering their computer knowledge as a standalone skill. Their poor performance in the TK, TPK and TPACK stems from the fact that the training programmes do not lay emphasis on these constructs. To provide a sustainable teacher professional development programme on technology adoption, it was therefore recommended that stakeholders involved in the sector design training packages that focus on the TPACK constructs. This will foster teachers' adoption of the tool for instructional purposes.

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As various learning technologies increasingly become available in schools, teachers are not using them for instructional purposes. Many studies have indicated that one of the reasons for which teachers do not use the tools is because they have not been effectively trained. The purpose of this study was to experiment the use of the MASLEPT school-based professional development model in updating primary school teachers' knowledge of technology, pedagogy and content (TPACK). The study employed a single group pre-training and post-training quasi-experimental design methodology in the collection of quantitative data from 52 teacher-participants from four separate schools located in the same campus. The data were meant to evaluate their TPACK after 10 weeks of professional development programme. The results indicated teacher-participants who took part in the experiment demonstrate a significant improvement in their TPACK. To test whether improvement had any statistical significant difference, the mean of the pre-training and posttraining results were compared using the t-test. The findings indicated that p = 0.005 < 0.05. It was therefore concluded that there was a statistically significant difference between the scores. Therefore teacher-participants' TAPCK improved as a result of their participation in the professional development programme. This finding was further triangulated by comparing the scores of the lesson notes produced by the teacher-participants with the post-training scores. It was found that the scores of each construct of the lesson notes were better than the post-training scores. This led to the recommendation that the MASLEPT school-based model be adopted for teacher professional development on technology integration in instructional processes.

The emergence of Coronavirus herein referred to as COVID-19 shut down schools globally for a while. The closure of schools negatively impacted educational systems that had not developed a resilient or alternative model of instructional delivery such as the Cameroon Ministry of Basic Education. Tentative measures were taken to ensure the continuous delivery of teaching while hoping to build a resilient model of education that can guarantee continuous learning in times of emergencies. With the desire to develop an e-learning platform, the following research question: What are the factors that will foster the use of e-Learning Among Primary School Teachers in Cameroon? To respond to the research question, survey research design methodology was employed targeting n = 378 primary school teachers. The collected data was analysed using Pearson r correlation to examine the direct relationship between two variables. The findings revealed a positive relationship between the variables: relative advantage; compatibility; trialability; observability and attitude towards behaviour intention to use the e-learning platform. The relationship between attitude and behaviour intention was the strongest. An indication that attitude is a strong predictor of behaviour intention. It was concluded that relative advantage, compatibility, trialability and observability were predictors of teachers' attitude towards a behaviour intention to adopt the e-learning platform. On the other hand, the relationship between complexity and attitude was negative indicating that teachers perceive the e-learning platform as complex. It was recommended that teachers should be: thoroughly sensitised on the advantages of adopting the e-learning platform to innovate teaching and learning; and provided with the opportunity to experiment with the platform before it is finally rollout.