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Variance analysis was conducted to see whether the differences seen among arithmetic

**Source of the variance Sum of squares df Mean of squares F p**  Between-groups .02 2 .01 .07 .93

Table 7. Anova results for the pre-service science teachers' attitude scale scores in relation to

Anova results presented in Table 7 show that there is no significant difference based on the fathers' educational status among the pre-service science teachers' attitudes towards educational technologies [F(2-98) = .07, p>.05]. That is, there is no correlation between the preservice science teachers' attitudes towards educational technologies and their fathers' educational status. This finding is in compliance with the findings of Erol and Gezer

In today's world where information and technology are rapidly changing and developing, it is great importance for students to gain information access and problem solving skills. Therefore, integration of educational technologies into the field of education has an

A conception of education not drawing on technological opportunities cannot meet the needs and expectations of individuals and societies of the today's world. Today, it is a must for each individual to be equipped with skills of having access to information, organizing this information, evaluating and using it and communication (Toprakç, 2005; cited in Taşç et al., 2010). As a result of widespread use of technological tools and devices in the field of education, a need to determine students' opinions about and tendencies and attitudes towards these tools has emerged (Akpnar, Aktamş ve Ergin, 2005; Frantom et al., 2002; Becker & Maunsaiyat, 2002; Tsai at al., 2001; McCoy, et. al., 2001; Gunter at al., 1998). In addition to this, it is assumed that the environment where students have been brought up and their parents' educational status may have some impacts on students' attitudes. In this respect, the present study investigates first-year pre-service science teachers' attitudes towards educational technologies and the effects of environment where they have been

In the present study, it was found that the general attitude of the pre-service science teachers' attitudes towards educational technologies is in the category of "Agree" and they have positive attitude. Moreover, it was found that the attitudes towards educational technologies do not significantly vary depending on the environment where they have been brought up. This result may indicate that whether the pre-service science teachers were brought up in rural or urban areas does not have any significant influence on their attitudes towards educational technologies. The pre-service science teachers may have been encouraged to make more use of internet through the project works or other homework

means in Table 6 are significant, and the results are presented in Table 7.

Within-groups 10.87 98 .11

Total 10.89 100

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**25** 

*Cameroon* 

**Social Engineering Theory:** 

Beban Sammy Chumbow

**A Model for the Appropriation of Innovations** 

How do you get would-be mothers in tropical Africa to understand the importance of a lifesaving innovation in science and technology like the use of impregnated mosquito nets to ward off deadly mosquito bites and so, reduce the rate of infant and maternal mortality? How do you get someone fettered by chains of ancestral traditional beliefs or bugged down by an excessive dose of brain washing (from whatever source) to change from consolidated negative attitudes to a positive attitude to innovative ideas and innovations desirable and beneficial to an emergent economy in the age of globalisation? How does one convince belligerent parties in a civil war or on a war path that there is a possible peaceful conciliatory solution to the conflict and they have an interest in being part of the solution and not part of the problem? How can we bring about a desired and salutary **change of mindset** so that a refractory colonial mentality can be replaced by a post-colonial mindset receptive to new and lofty ideals of participatory democracy, good governance and socioeconomico-political change? The answer is probably **social engineering** through **attitude** 

'**Probably'** because the correct answer, at this point, is really **'I wish we knew exactly how!'** What is certain, however, is that the frustrations currently experienced by Governments, Development Agencies of the United Nations system, Civil Society Organisations (CSOs) and Non-governmental organisations (NGOs ) who find their putatively sound ideas and technologies rejected or spurned by target populations will reduce with a better understanding of what **appropriation** really entails. The poor results and below- expectation rates of implementation and slow progress in the attainment of development goals will reduce considerably if and when a solution is found to the problem of **effective adoption** 

Although the world development agenda recognises **innovation** as a fundamental necessity in the development enterprise, the fundamental question in the implementation of the use of innovative technology by target populations is seldom asked. That question, in my considered opinion is, **'how does one get the target population to consider, accept, and adopt or appropriate an innovation?** As indicated above, those who have attempted to ask

**1. Introduction** 

**engineering** of some sort.

**and appropriation** of development oriented **innovations.**

**with a Case Study of the Health MDGs** 

*University of Yaounde 1 and Cameroon Academy of Sciences* 

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