Discourses in ICT Integration: Pedagogical Orientations in Selected City Primary Schools in Uganda

Autor/inn/en	Charles, Muweesi; Shizhou, Lou; Justine, Nakonde; Salome, Jerome Kotira; Robert, Tomusange; Lawrence, Sserwadda
Titel	Discourses in ICT Integration: Pedagogical Orientations in Selected City Primary Schools in Uganda
Quelle	In: Educational Research and Reviews, 16 (2021) 5, S.172-180 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Technology Integration; Elementary School Teachers; Elementary School Students; Urban Schools; Public Schools; Barriers; Access to Computers; Time Management; Class Size; Technological Literacy; Professional Development; Educational Needs; Children; Foreign Countries; Uganda + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Zeitmanagement; Klassengröße; Technisches Wissen; Educational need; Bildungsbedarf; Child; Kind; Kinder; Ausland
Abstract	This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala focusing on the cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. A mixed research design with compliments from questionnaires, interviews and classroom observations was employed in the study to obtain data from the respondents (N=80). It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Teachers' lack of ICT skills is due to inadequate training that intensely influences the use of ICT in the classroom despite most of the schools being highly populated. It was thus established that for effective and efficient use of ICT tools in Ugandan schools, the government via the Ministry of Education should consider involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher's continuous ICT training sessions could be a good recommendation/justification if the government is to achieve its vision 2040 ICT agenda. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01