Browsing by Author "Charles Nyakito"

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    Challenges of Integrating Information and Communication Technology in Teaching among National Teachers' Colleges in Uganda
    (East African Journal of Education and Social Sciences, 2021-09) Charles Nyakito; Catherine Amimo, PhD; Prof. Vencie B. Allida, PhD
    Abstract In this 21st century, educational institutions the world over are faced with increasing demand from society to transform from analogue practices to digital systems using technology. This study investigated the challenges experienced by teacher education college lecturers in their quest to integrate ICT in teacher training practices. The study was qualitative, using focus group discussions, interview and observation with 10 college lecturers from each of the 4 colleges and 4 Principals, one from each college. Snowball purposive sampling strategy was used to draw the participants. The findings revealed a host of challenges, despite a high level of appreciation among college lecturers on the importance of ICT integration into classroom instructional practices. Several debilitating factors evolved including, lack of experience and skills in using ICT, lack of ICT curriculum for the teachers' colleges, lack of clear government policy on the teaching of ICT in the teachers' college curriculum, inadequate ICT resources, obsolete ICT hardware and soft wares, intensive teaching programs due to examination pressures, overcrowded classrooms, lack of time, heavy workload, slow internet connectivity, intermittent electricity supply and, attitudinal barriers from the relatively older lecturers with technophobia. The researchers therefore, recommended government intervention with a clear policy on ICT inclusion in the curriculum, equipping the colleges with adequate and up-to-date equipment, regular training opportunities for the lecturers, provision of alternative and affordable source of power, recruiting more human resource in the colleges to reduce the workload for the lecturers and government subsidizing on the cost of internet connectivity.
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    INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN NATIONAL TEACHERS’ COLLEGES IN UGANDA
    (2021-06) Charles Nyakito
    The purpose of this study, which was underpinned on the theories of Technology Acceptance Model (TAM) and theory of self-efficacy, was to investigate the level of ICT integration and the factors that influence its integration in the instructional practices of the teacher educators in the National Teachers’ Colleges in Uganda. Using a concurrent triangulation mixed-method research design and purposive sampling strategy, the researcher collected and triangulated data from multiple sources: questionnaires with 253 teacher educators, focus groups with 40 teacher educators, interview with 4 Principals and observation of 4 lessons. Spearman's coefficient of correlation, multiple regression, Mann Whitney U and Kruskal Wallis were computed to analyze data. The results revealed: a) a low level of ICT integration in teaching and learning, b) a significant positive relationship between the level of ICT integration and the teacher educators' attitudes (r=0.12), self-efficacy (r=0.75), college ICT vision (r=0.28), administrative support (r=0.21), technical support (r=1.00) and college ICT policy issues (r=1.00), and c) significant differences in the level of ICT integration attributed to gender, age, teaching experience and ICT training. The researcher crafted a LEISURE model of ICT integration and recommended continuous professional development opportunities, peer coaching and mentorship, review of teacher education curriculum, regular support supervision, benchmarking between colleges, and development of college ICT vision and policy.