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)
- Abstract
- Chapter 1: Introduction
- Background of the Study
- Statement of the Problem
- Research Questions
- Objectives of the Study
- Significance of the Study
- Scope and Limitations of the Study
- Chapter 2: Literature Review
- Chapter 3: Research Methodology
- Chapter 4: Data Analysis and Findings
- Chapter 5: Discussion and Recommendations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aimed to assess the strategies used to equip teachers in Jinja Municipality, Uganda, with ICT skills and evaluate the policy's impact on their ICT proficiency. The findings would inform suggestions for improved policy implementation.
- ICT integration in Ugandan education
- Teacher training and ICT skills development
- Policy implementation and effectiveness
- Challenges and opportunities in ICT integration
- Recommendations for improved policy implementation
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1: Introduction: This chapter sets the stage for the study by providing background information on the integration of ICT in education in Uganda, particularly in Jinja Municipality. It highlights the existing policy aimed at equipping teachers with ICT skills and identifies the gap in understanding its effectiveness. The chapter clearly states the research questions, objectives, and the scope of the study, outlining its significance and limitations within the context of improving the quality of education through ICT integration. The problem statement likely focuses on the lack of adequate evaluation of the policy's success in achieving its goals, leading to the need for this research.
Chapter 2: Literature Review: This chapter delves into existing research and literature relevant to the study's focus. It explores the global landscape of ICT integration in education, specifically examining successful and unsuccessful implementations, factors influencing their success, and the best practices in teacher training related to ICT. The chapter likely covers theoretical frameworks underpinning the integration of technology into pedagogy and reviews studies on the impact of teacher ICT skills on student learning outcomes. This section provides a solid foundation for understanding the context and background of the study's research questions.
Chapter 3: Research Methodology: This chapter details the research design and methods employed to collect and analyze data. It specifies the mixed-methods approach adopted, outlining the rationale for combining quantitative and qualitative data collection techniques. The chapter would describe the sampling methods used to select participants (140 teachers from 20 schools), the instruments used (government documents and teacher questionnaires), and the data analysis strategies (descriptive statistics, qualitative analysis). The chapter justifies the chosen methods in the context of the research questions and aims to ensure the reliability and validity of the findings.
Chapter 4: Data Analysis and Findings: This chapter presents the findings from the data analysis, presenting both quantitative and qualitative results. Quantitative findings might include frequencies and percentages of teachers' responses concerning their ICT skills and training experiences. Qualitative analysis might involve thematic analysis of teacher perspectives on challenges, successes, and suggestions for improvements. The chapter systematically presents the data, likely organized thematically or by research question, providing a comprehensive account of what the data revealed about the effectiveness of the policy in equipping teachers with ICT skills.
Chapter 5: Discussion and Recommendations: This chapter is not included in this preview to avoid spoilers.
Schlüsselwörter (Keywords)
ICT integration, teacher training, Uganda, education policy, policy implementation, Jinja Municipality, technology in education, qualitative research, quantitative research, mixed methods.
Frequently Asked Questions: A Comprehensive Language Preview
What is this document?
This document is a comprehensive language preview of an academic study. It includes the title, table of contents, objectives and key themes, chapter summaries, and keywords. The study focuses on assessing strategies used to equip teachers in Jinja Municipality, Uganda, with ICT skills and evaluating the policy's impact on their ICT proficiency.
What topics are covered in the study?
The study covers several key areas: ICT integration in Ugandan education, teacher training and ICT skills development, policy implementation and effectiveness, challenges and opportunities in ICT integration, and recommendations for improved policy implementation.
What are the main objectives of the study?
The study aimed to assess the strategies used to equip teachers in Jinja Municipality, Uganda, with ICT skills and to evaluate the impact of the existing policy on their ICT proficiency. The findings will inform suggestions for improved policy implementation.
What is included in the Table of Contents?
The table of contents includes: Abstract, Chapter 1: Introduction (including Background of the Study, Statement of the Problem, Research Questions, Objectives of the Study, Significance of the Study, and Scope and Limitations of the Study), Chapter 2: Literature Review, Chapter 3: Research Methodology, Chapter 4: Data Analysis and Findings, and Chapter 5: Discussion and Recommendations.
What are the key themes explored in the study?
Key themes include ICT integration in Ugandan education, teacher training and ICT skills development, policy implementation and effectiveness, challenges and opportunities in ICT integration, and recommendations for improved policy implementation.
What is discussed in Chapter 1: Introduction?
Chapter 1 provides background information on ICT integration in Ugandan education, focusing on Jinja Municipality. It details the existing policy, identifies gaps in understanding its effectiveness, states the research questions and objectives, and outlines the study's scope and limitations.
What is covered in Chapter 2: Literature Review?
Chapter 2 explores existing research on ICT integration in education globally, examining successful and unsuccessful implementations, influencing factors, and best practices in teacher training related to ICT. It also reviews theoretical frameworks and studies on the impact of teacher ICT skills on student learning outcomes.
What methodology is used in Chapter 3: Research Methodology?
Chapter 3 details a mixed-methods approach, combining quantitative and qualitative data collection techniques. It describes the sampling methods (140 teachers from 20 schools), instruments used (government documents and teacher questionnaires), and data analysis strategies (descriptive statistics and qualitative analysis).
What does Chapter 4: Data Analysis and Findings contain?
Chapter 4 presents both quantitative (frequencies and percentages of teacher responses) and qualitative (thematic analysis of teacher perspectives) findings from the data analysis. The data is organized thematically or by research question, showing the effectiveness of the policy in equipping teachers with ICT skills.
What about Chapter 5: Discussion and Recommendations?
Chapter 5 is not included in this preview.
What are the keywords associated with this study?
Keywords include: ICT integration, teacher training, Uganda, education policy, policy implementation, Jinja Municipality, technology in education, qualitative research, quantitative research, and mixed methods.
- 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
