The promise of ICT in enhancing socio-economic development has prompted several countries including Uganda to integrate it in their education systems. However, integrating ICT in education requires a computing teaching force. Uganda developed a policy to guide ICT integration in Education. This policy emphasises equipping teachers with ICT skills as a cornerstone for implementing ICT in the country’s schools.
This study therefore sought to assess the strategies being used to equip teachers with ICT skills and to evaluate whether the implementation of the policy so far has had any impact on teachers’ ICT skills so that more strategies for the implementation of the policy could be suggested.
A mixed methods design was used to gather data. Two data sources were used, (i) government documents and (ii) teachers’ responses to a questionnaire. A total of 140 respondents from 20 schools were selected to participate in the study.
Data were analyzed both qualitatively and quantitatively. Descriptive statistics such as frequencies and percentages were used to describe the responses from the questionnaires. The Chi-square test of independence was also carried out to compare some findings.
The study established that integrating ICT in pre-service training, school-based training, short-term courses and workshops were the strategies being used. In spite of the policy’s emphasis on integrating ICT in pre-service teacher training, it was evident that teacher training institutions had not institutionalized the integration of ICT in teacher education.
It was recommended that school-based training should be emphasized to make the training more relevant to teachers’ contexts and that teacher training institutions should institutionalize ICT in teacher education to ensure that all newly qualifying teachers are equipped with ICT skills. It was also recommended that the ministry of education takes the initiative to bargain for cheaper customized ICT training for teachers with institutions that offer ICT training.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Literature Review
- ICT and the Education System
- Importance of ICT in Education
- ICT in Education: Challenges and Opportunities
- ICT in Education: Policy Framework
- ICT Skills Required for Teachers
- Teacher Training for ICT Integration in Education
- Models of ICT Teacher Training
- Methodology
- Research Design
- Data Collection Methods
- Documentary Analysis
- Questionnaire Survey
- Population and Sampling
- Data Analysis
- Results and Discussion
- Policy Implementation Strategies
- Evaluation of Policy Implementation
- Teachers' ICT Skills
- Factors Affecting the Implementation of the Policy
- Conclusions and Recommendations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to evaluate the effectiveness of Uganda's policy for integrating ICT into education by assessing the strategies employed to equip teachers with ICT skills and examining the impact of the policy on teachers' ICT skills. The research seeks to inform the development of more effective strategies for implementing the policy in the future. The key themes explored in this dissertation include:- ICT Integration in Education
- Teacher Training for ICT Skills Development
- Policy Implementation and Evaluation
- Teachers' Perceptions and Attitudes towards ICT
- Challenges and Opportunities for ICT Integration in Uganda's Education System
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter sets the stage for the study by providing an overview of the context of ICT integration in education in Uganda, outlining the research problem, and formulating the research questions. It also defines key terms and concepts related to the study.
- Literature Review: This chapter examines the existing body of literature on ICT integration in education, focusing on the importance of ICT in education, the challenges and opportunities it presents, the policy framework for ICT in education, the ICT skills required for teachers, teacher training for ICT integration, and various models of ICT teacher training.
- Methodology: This chapter describes the research design, data collection methods (documentary analysis and questionnaire survey), population and sampling techniques, and data analysis procedures employed in the study.
- Results and Discussion: This chapter presents the findings of the study, examining the strategies used to equip teachers with ICT skills, the impact of the policy on teachers' ICT skills, and the factors influencing the implementation of the policy. It also offers a discussion of the results, drawing connections to existing literature and exploring the implications of the findings.
Schlüsselwörter (Keywords)
This study focuses on key themes such as ICT integration in education, teacher training, policy implementation and evaluation, teacher perspectives, and the challenges and opportunities associated with ICT integration in Uganda's education system. It utilizes a mixed methods approach to collect and analyze data related to the effectiveness of Uganda's ICT integration policy, drawing on both quantitative and qualitative data analysis techniques.- Quote paper
- Ismail Luwangula (Author), 2011, Equipping Teachers with ICT Skills for Pedagogical Integration in Uganda: An Evaluation of Policy Implementation in Jinja Municipality, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/200562
