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
- Chapter 1
- Research Overview, the Problem and Research Methodology
- Introduction
- Background of the Study
- Problem Statement
- Research Questions
- Main Question
- Specific Questions
- Justification
- Scope of the Study
- Purpose of the Study
- Specific Objectives
- Methodology
- Study Area
- Research Design
- Documentary Review
- The Questionnaire Survey
- Population of the Questionnaire Survey
- Selection of Subjects
- The Questionnaire
- Procedure of Data Collection
- Research Validity and Reliability
- Ethical Considerations
- Data Analysis Techniques
- Definition of Terms
- Chapter 2
- Review of Related Literature
- Introduction
- Initiatives for Equipping Teachers With ICT for Pedagogical Integration in Uganda
- ICT Policy Debate in Teacher Education
- Knowledge Needed by Teachers for Successful Integration of ICTs in Education
- The Interplay between Politics, Policy and ICT Policy Implementation in Uganda
- Chapter 3
- The Policy for ICT in Education and the Education Sector Strategic Plan 2007—2015
- Introduction
- The Education Sector ICT Policy
- Background and context
- Intentions and focus of the Policy
- Initiatives for Implementation of the Policy and their Effectiveness
- So What is the Policy Direction?
- The Education Sector Strategic Plan (ESSP) 2007—2015
- Conclusion
- Chapter 4
- Presentation and Interpretation of Results from the Questionnaire Survey
- Introduction
- Demographic Information
- Distribution of Respondents by Gender and Level Taught
- Distribution of Respondents by Year of Completion of Teacher Training Course
- The Status of Teachers' ICT Knowledge and Skills
- Have teachers had any ICT Training?
- Which ICT knowledge and Skills do teachers possess?
- Training teachers in ICT: Initiative, Strategy and Practices
- By whose initiative did teachers attain ICT training?
- Strategies used in ICT Training for Teachers
- Methods of Instruction used in ICT Training for Teachers
- Relevancy of ICT Training Received to Curriculum and Instruction
- Chapter 5
- Discussion of results, Conclusions and Recommendations
- Discussion of Results
- Demgraphic Information
- Results Regarding Status of ICT Training
- Findings Regarding Initiative, Strategy and Practices
- Conclusions
- Conclusions Regarding Status of ICT Training of Teachers
- Conclusions Regarding Teachers' ICT Knowledge and Skills
- Conclusions Regarding Initiative, Strategy and Practices
- Recommendations
- The ICT in Education Policy should adequately address both Pre—service and In—service Platforms for Equipping Teachers With ICT Skills
- Meeting ICT Training Costs for Teachers
- Define ICT Standards and Competencies for Teachers
- Strengthen and Coordinate Public—Private Partnership
- Limitations of the Research
- References
- Appendices
- Acronyms
- Acknowledgement
Zielsetzung und Themenschwerpunkte
Diese Dissertation untersucht die Strategien zur Ausstattung von Lehrkräften mit ICT-Kompetenzen in Uganda und bewertet die Auswirkungen der Implementierung der ICT-Politik auf die ICT-Kompetenzen von Lehrkräften. Die Studie konzentriert sich auf die Gemeinde Jinja und zielt darauf ab, die Politik für die Integration von ICT in das ugandische Bildungswesen zu informieren.
- Die Rolle der ICT im Bildungswesen in Uganda
- Die Implementierung der ICT-Politik in der Lehrerbildung
- Der Einfluss von Politik und Verwaltung auf die Ausstattung von Lehrkräften mit ICT-Kompetenzen
- Die ICT-Kompetenzen von Lehrkräften in Uganda
- Die Herausforderungen und Chancen der Integration von ICT in das Bildungswesen
Zusammenfassung der Kapitel
Kapitel 1 führt das Forschungsproblem ein, erläutert die Forschungsmethodik und definiert wichtige Begriffe. Kapitel 2 bietet einen Überblick über die einschlägige Literatur und die verschiedenen Initiativen zur Ausstattung von Lehrkräften mit ICT-Kompetenzen in Uganda und weltweit. Kapitel 3 analysiert die Politik für ICT in der Bildung und den Bildungssektor-Strategieplan 2007—2015, um die politischen Absichten, die politische Richtung und die administrativen Strategien in Bezug auf die Ausstattung von Lehrkräften mit ICT-Kompetenzen zu verstehen. Kapitel 4 präsentiert und interpretiert die Ergebnisse der Fragebogenumfrage, die Informationen über den Status der ICT-Ausbildung von Lehrkräften, ihre ICT-Kompetenzen, die Initiativen zur ICT-Ausbildung und die damit verbundenen Strategien und Praktiken liefert. Schließlich diskutiert Kapitel 5 die Ergebnisse der Studie, zieht Schlussfolgerungen und gibt Empfehlungen für die Verbesserung der ICT-Politik und -Praxis in der Lehrerbildung in Uganda.
Schlüsselwörter
Die Schlüsselwörter und Schwerpunktthemen des Textes umfassen die Ausstattung von Lehrkräften mit ICT-Kompetenzen, die Implementierung der ICT-Politik, die Integration von ICT in die Bildung, die Lehrerbildung, die ICT-Kompetenzen von Lehrkräften, die Herausforderungen und Chancen der Integration von ICT in das Bildungswesen in Uganda, insbesondere in der Gemeinde Jinja. Die Studie analysiert die Politik für ICT in der Bildung und den Bildungssektor-Strategieplan 2007—2015, um die politischen Absichten, die politische Richtung und die administrativen Strategien in Bezug auf die Ausstattung von Lehrkräften mit ICT-Kompetenzen zu verstehen. Die Ergebnisse der Fragebogenumfrage liefern Informationen über den Status der ICT-Ausbildung von Lehrkräften, ihre ICT-Kompetenzen, die Initiativen zur ICT-Ausbildung und die damit verbundenen Strategien und Praktiken.
- 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.grin.com/document/200562
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