Enhance Research and Innovation in ICT products, Applications, and Services

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Kabale University


The need for most secondary schools in Uganda, especially in Kigezi region, to embrace Information and Communication Technology (ICT) has been facing a number of challenges which had not been clearly documented. In order to ensure the efficient integration of ICT in the teaching and learning process in these schools, there is need to understand these challenges and know how best they can be handled. The purpose of this study was to establish whether ICT was being integrated in the teaching and learning process among selected secondary schools in the Kigezi region by assessing the usage of ICTs in the teaching and learning process; establish the ICT infrastructures currently available in the selected schools and how they are being used; and, ascertaining the challenges secondary school teachers face in integrating ICT in the teaching and learning process. The study was guided by MICTIVO model (2009) of ICT integration which captures most of the factors for the Integration of ICT in education by looking at infrastructure and policy, perceptions, competences and integration at micro-level, and not only at ICT integration in curriculum development. The study adopted a cross-sectional descriptive survey design to collect data at one point in time from all the selected secondary schools. The quantitative approach was the main approach while the qualitative was the complementary approach. The target population included students (1943) and teachers (24), from Kigezi Region Districts of Kabale, Rukiga and Rukungiri. The six (6) schools were selected among the top schools from which Kabale University has been admitting the highest number of students for different courses in different academic years. The schools represented schools from both urban and rural settings. From the six schools, a sample of 332 students and 24 teachers were required to participate in the study. Data was collected by means of a questionnaire. Data analysis was conducted using descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS). The findings from the study indicated that ICT was not being used in the teaching and learning process with average response mode of 1[never used ICT]. Furthermore, it was revealed that most of ICT Infrastructures -- computers, printers, Internet connection among others -- were not available [Average response mode of 1], In terms of ICT skills and competences, it was found out that respondents lacked skills in Organizing computer files in folders and sub-folders; Producing a text and using a word processing Programme, among others, as represented by the average mode of 1 [None]. The model developed revealed that location of the schools and the year of existence were found to be significant, while class and gender were found to be insignificant to ICT adoption in secondary schools. Based on the findings of the study, it is recommended that government and stakeholders should ensure that: schools are provided with the necessary ICT infrastructure; qualified computer teachers are recruited; computer laboratory technicians are rectruited; that there is continuous retooling of both students and staff; and that schools encourage ICT usage at home.



ICT, Integration, Teaching, Learning