Integration of Information Communication Technology in teaching and learning processes: A case of selected ssecondary Schools In Sheema Municipality in Uganda Katusiime Miriam

Abstract

Teaching and learning can be facilitated by Information Communication Technology. But the rate at which technology is used in classroom instructions across schools in many parts of Uganda is still wanting. Therefore, there is need for teachers to facilitate learning with help of ICT’s. The purpose of the study was to investigate the integration of Information Communication Technology (ICT) in teaching and learning processes in secondary schools in Sheema Municipality in Uganda. This study aimed at collecting views, opinions from teachers regarding their use of ICT in teaching and learning processes. The research was guided by the following objectives: to assess the support available in schools towards the integration of ICT in the teaching and learning; to examine the perception of teachers and administrators towards the use of ICT in teaching and learning process; to establish teachers’ level of competence required to enhance teaching and learning and; to assess the extent of use of ICT in teaching and learning processes in secondary schools. The researcher adopted the Technology Pedagogical and Content Knowledge (TPACK) theory to guide the study. Based on the pragmatic perspective, mixed method approach was adopted to investigate the phenomena under study. The researcher used concurrent triangulation research design which involved collecting and analyzing qualitative and quantitative data at the same time to answer research questions. Data was collected from four (4) government secondary schools and 142 teachers to inform the study. Stratified sampling was used to select the schools within the municipality while simple random sampling was used to select the 138 teachers. Purposive sampling was used to select the four (4) school administrators or head teachers. Data was collected using a researcher-administered questionnaire and semi structured in-depth interviews. Quantitative data was analyzed using descriptive and inferential statistics with help of T-test and Anova while qualitative data was analyzed using thematic analysis. The study findings revealed that two (2) of the selected schools were equipped with more than 50% of ICT facilities while others were not equipped. Teachers in those schools equipped with ICT facilities attended ICT trainings organized by the school. Across all the sampled secondary schools, 80% of the teachers didn’t have ICT skills because it was not part of their teacher training. It was also revealed that there was no significant difference in the mean ICT competences and skills scores for teachers based on their experience where P value was greater than 5% level of significant F(3,134=0.770, P=0.0512). The test also indicated that there was no significant gender difference in the mean ICT competences and skills scores at 5% level of significant t (136)-1.318, P=190 thus fails to reject the hypothesis. It was also found out that there was no statistically significant difference F (3,134) = 0.220, (P=0.882) in the ICT competences and skills scores of the different age categories of teachers. It also emerged from qualitative data that teachers were hesitant to utilize ICT in teaching because they had limited time and lacked government support. In conclusion, despite the fact that some schools are using ICT in their operations, many are yet to fully integrate ICT in teaching and learning process. It is therefore, recommended that all teacher training institutions should integrate ICT in their curriculum to enable teachers that are produced to integrate ICT in teaching and learning. The government should take keen interest in supporting schools and teachers to fully integrate ICT in teaching and learning processes across all secondary schools.