dc.description.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. |
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