Based on forum discussions of 10 trainee teachers at the higher teachers training college in
Cameroon, this paper aims to synthesise teachers’ perception of ICTs in education and
development using Critical discourse analysis. It gives a radical implication on the
governments’ techno-centric view of ICTs for education and development through their
policy documents and how this intends translates through implementation, utilisation and
teacher development at the micro level. The researcher uses critical discourse analysis
informed by critical policy to interrogate how hegemony influences public policy of ICTs
which intend leads to poor implementation because contextual factors are not carefully
considered before policy is being drafted. Critical Discourse analysis is used to understand
these contextual factors through trainee teachers’ discourse of ICTs from forum discussions
and also word clouds are used to analyse the main discourse in the Cameroon policy
documents. The researcher confronted a massive compliance and ideological rhetoric to ICT
discourse but observes a latent integration process of ICTs in education and development.
Preliminary findings indicate that policy implications should include the need to greatly
provide opportunities for training to teachers in the use of ICTs for education in order to
encourage initiative for use and also calls for an improvement of mobile technology
infrastructure.