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.
Table of Contents
1. Research Overview, the Problem and Research Methodology
1.0 Introduction
1.1 Background of the Study
1.2 Problem Statement
1.3 Research Questions
1.3.1 Main Question
1.3.2 Specific Questions
1.4 Justification
1.5 Scope of the Study
1.6 Purpose of the Study
1.7 Specific Objectives
1.8 Methodology
1.8.1 Study Area
1.8.2 Research Design
1.8.3 Research Validity and Reliability
1.8.4 Ethical Considerations
1.8.5 Data Analysis Techniques
1.9 Definition of Terms
2. Review of Related Literature
2.0 Introduction
2.1 Initiatives for Equipping Teachers with ICT for Pedagogical Integration in Uganda
2.2 ICT Policy Debate in Teacher Education
2.3 Knowledge Needed by Teachers for Successful Integration of ICTs in Education
2.4 The Interplay between Politics, Policy and ICT Policy Implementation in Uganda
3. The Policy for ICT in Education and the Education Sector Strategic Plan 2007-2015
3.0 Introduction
3.1 The Education Sector ICT policy
3.1.1 Background and context
3.1.2 Intentions and focus of the policy
3.1.3 Initiatives for Implementation of the Policy and their Effectiveness
3.1.4 So what is the Policy Direction?
3.2 The Education Sector Strategic Plan (ESSP) 2007 – 2015
3.3 Conclusion
4. Presentation and Interpretation of Results from the Questionnaire survey
4.0 Introduction
4.1 Demographic Information
4.1.1 Distribution of Respondents by Gender and Level Taught
4.1.2 Distribution of Respondents by Year of Completion of Teacher Training Course
4.2 The Status of Teachers’ ICT Knowledge and Skills
4.2.1 Have teachers had any ICT Training?
4.2.2 Which ICT knowledge and skills do teachers possess?
4.3 Training teachers in ICT: Initiative, Strategy and Practices
4.3.1 By whose initiative did teachers attain ICT training?
4.3.2 Strategies used in ICT Training for Teachers
4.3.3 Methods of Instruction used in ICT Training for Teachers
4.3.4 Relevancy of ICT Training Received to Curriculum and Instruction
5. Discussion of results, Conclusions and Recommendations
5.1 Discussion of Results
5.1.1 Demographic Information
5.1.2 Results Regarding Status of ICT Training
5.1.3 Findings Regarding Initiative, Strategy and Practices
5.2 Conclusions
5.2.1 Conclusions Regarding Status of ICT Training of Teachers
5.2.2 Conclusions Regarding Teachers’ ICT Knowledge and Skills
5.2.3 Conclusions Regarding Initiative, Strategy and Practices
5.3 Recommendations
6.0 Limitations of the Research
Research Objectives and Themes
This study aims to assess the strategies employed to equip teachers in Uganda with ICT skills and to evaluate the impact of existing government policy on the ICT proficiency of teachers in Jinja Municipality, ultimately providing recommendations for more effective policy implementation.
- Evaluation of ICT knowledge and skill levels among teachers
- Assessment of the relevance of ICT training to actual classroom practice
- Analysis of approaches used for ICT training delivery
- Examination of the interplay between policy, politics, and implementation
- Review of teacher training initiatives in Uganda
Excerpt from the Book
1.1 Background of the Study
In the recent past, there has been growing interest in the integration of information and communication technology (ICT) in the education systems of countries across the globe. Such interest has often been premised on the assumption that ICTs have a great potential for improving the quality of education. Moreover, education is presumed to cause socio-economic development. Indeed empirical studies confirm that education can make an important economic contribution (Kozman, 2005). Thus by improving the quality of education, ICT is thought to contribute to social and economic development.
The potential impact of ICT on social, economic and educational transformation has been alluded to by researchers, policy makers, politicians, bilateral and multilateral organizations. For example, the United Nations and the World Bank both advocate the use of ICT to support the development of the world’s poorest countries (Kozman, 2008, p.1083). In this regard, a World Bank report notes that ICT can increase access to education through distance learning, enable a knowledge network for students, train teachers and broaden the availability of quality education materials (p.1084). Furthermore, the G8 Heads of State emphasized the need to develop human resources capable of responding to the demands of the information age and to nurture ICT literacy and skills through education, training, and lifelong learning (Kozman, 2008, p.1083).
Summary of Chapters
Chapter 1: This chapter provides an overview of the study, defining the research problem, specific objectives, and the methodology used to gather data in Jinja Municipality.
Chapter 2: This chapter reviews the literature regarding ICT integration in education, focusing on international and Ugandan contexts, policy debates, and the competencies required by teachers.
Chapter 3: This chapter analyzes the Ugandan national policy for ICT in education and the Education Sector Strategic Plan, examining their intentions and strategies for teacher training.
Chapter 4: This chapter presents and interprets the findings from the questionnaire survey, detailing demographic data, teacher ICT knowledge, and training methods.
Chapter 5: This chapter discusses the study's results, draws conclusions regarding ICT implementation for teachers, and provides recommendations for policy improvement.
6.0 Limitations of the Research: This chapter discusses the practical challenges encountered during the research process, such as data collection constraints and participant availability.
Keywords
ICT, Teacher Education, Policy Implementation, Uganda, Jinja Municipality, ICT Skills, Pedagogical Integration, Professional Development, Educational Technology, Curriculum, Training Strategies, Educational Policy, Teaching Force, Socio-economic Development, Digital Divide
Frequently Asked Questions
What is the core focus of this research?
The research focuses on the implementation of the ICT in Education policy in Uganda, specifically evaluating how effective the current strategies are in equipping teachers with necessary ICT skills for their professional practice.
What are the primary thematic fields addressed?
The study covers ICT policy in the education sector, teacher professional development, the digital divide, pedagogical integration, and the effectiveness of various training delivery methods.
What is the main research question of the work?
The main research question investigates which strategies are currently being used to implement the education sector ICT policy for teacher education and whether this implementation has had a measurable impact on teachers' ICT knowledge and skills.
Which scientific methodology was utilized?
The study employed a mixed-methods design, combining a review of official government documents (such as the ESSP 2007-2015) with a questionnaire survey of 140 teachers from 20 selected schools in Jinja Municipality.
What topics are explored in the main body of the work?
The main body explores the background of the ICT policy in Uganda, compares initiatives for teacher training, discusses theoretical frameworks like TPCK, and analyzes the results of the questionnaire regarding teacher skill levels and training experiences.
Which keywords define this research?
The research is defined by terms such as ICT, teacher education, policy implementation, pedagogical integration, professional development, and educational strategy.
How does the policy specifically address primary versus secondary school teachers?
The study observes that while the policy envisions ICT integration for all, it emphasizes secondary education, often leaving primary school teachers with fewer initiatives and support, leading to a disparity in ICT training status.
What are the main obstacles to effective ICT policy implementation according to the author?
The author identifies limited funding, lack of teacher motivation, insufficient institutionalization of ICT in teacher training programs, and the reliance on fragmented NGO projects as significant barriers.
What key recommendation does the author make for the Ministry of Education?
The author recommends that the ministry should bargain for cheaper, customized ICT training programs for teachers and move toward institutionalizing ICT integration rather than relying on disparate, small-scale initiatives.
- Arbeit zitieren
- Ismail Luwangula (Autor:in), 2011, Equipping Teachers with ICT Skills for Pedagogical Integration in Uganda: An Evaluation of Policy Implementation in Jinja Municipality, München, GRIN Verlag, https://www.hausarbeiten.de/document/200562
