INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN NATIONAL TEACHERS’ COLLEGES IN UGANDA
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Date
2021-06
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Abstract
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.