Dealing with barriers to the integration of Computer Assisted Language Learning in an African Context: Is the TPACK framework enough? An analysis of ICT integration in a low tech context

Joseph Blaise Ngandeu


The use of technology in teaching and learning in general, and in language teaching and learning in particular, is on the rise. Institutions of higher learning or teachers who adopt technology as a means to enhance teaching and learning are confronted with a number of challenges or barriers. Overcoming them has been a preoccupation for researchers. Effective integration of information and communication technology (ICT) requires a set of skills, and researchers have been proposing frameworks in order to conceptualise it. The technological pedagogical content knowledge (TPACK) framework appears to be the most coherent and practicable framework. A computer-assisted language learning (CALL) experience was carried out at the University of Buea. Through an explanatory research approach, this paper describes this CALL experience and shows that it follows the TPACK principles. Given the barriers that emerged during instantiation, the paper questions the sufficiency of the TPACK framework for a successful integration of ICT in an African context and argues that teachers who want to enhance their teaching with technology need more than technology, pedagogy and content knowledge – design thinking capacities as well as knowledge about how to pilot innovation are also necessary.


Barriers; TPACK; ICT integration; low-tech-context

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