ICT Adoption in Teaching and Learning in TVET Teacher Institutions in Uganda: The Case of National Instructors’ College Abilonino
AbstractThere has been rapid development in the technology sector all over the world; however, this has not influenced the use of ICT in teaching and learning in developing countries. This study was carried out to examine teachers’ capacity to use ICT tools, what kind of ICT tools they use and the use of ICT tools in teaching and learning in TVET teacher training institutions in Uganda. The study employed both qualitative and quantitative methods to collect data from respondents. The study used Krejcie & Morgan table to select respondents for the study. The study employed a questionnaire to collect data from respondents. Data analysis was done using statistical package for the social sciences. The results of the study indicate that 63% of the teachers had the capacity to use ICT tools in teaching and learning. The study found out that teachers who had basic skills in ICT use were 53%, intermediate skills in ICT use 38% and advanced skills in ICT use were 9%. Teachers were using desktop computers, laptop computers and internet in teaching and learning. However, the results also indicate that they were no electronic learning infrastructure in the institution (0%). Therefore, this implies that teachers were prepared to use ICT tools in teaching and learning during training and after training. Generally, the study results indicate that the majority of the teachers were using ICT tools in teaching and learning (88%). However, 12% of the teachers were not using ICT tools in teaching and learning. Therefore, there is need for the institution to establish the causes and develop ICT policy to guide teachers and learners.
Article Views and Downloands Counter
E-learning Africa. (2015). 9th international conference on ICT for development education and training. Kampala.
Farrell, G. & Wachholz, C. (2003). ICT in Education: Meta-survey on the use of technologies in Asia and the Pacific. Bangkok, Thailand: UNESCO Asia and Pacific Regional Bureau for Education.
Government of Uganda. (2007). Uganda Vision 2040. Kampala.
Jung, I. (2005). ICT pedagogy integration in tertiary training: Apllication cases worldwide. Educational Technology and Society, 8(2), 94-101.
Kituyi, G., & Kyeyune, R. (2012). A framework for implementing sustainable elearning information systems in developing countires. Journal of the Management University of Africa, IV (ISSN2074-4730).
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
Michael, G. (2014). E-learning in European higher education institutions. European University Association. Retrieved from http://www.eua.be/Libraries/ Publication/e-learningsurvey.sflb.ashx
Ministry of Education, Science, Technology and Sports. (2013). Improving the training of TVET teachers and secondary teachers in Uganda. Kampala.
MOESTS. (2004). Education sector strategic plan 2004-2015. Kampala, Uganda. UNESCO. (2011). UNESCO ICT competency framework for teachers. Retrieved
from http://goo.gl/oKUkB) (24-05-2014).