ABSTRACT
Information Communication Technology (ICT) and the Teaching — Learning process, the topic of study, are bed partners requiring an extensive study, premised on three contexts: ICT as a pedagogical foundation, ICZT as a learning environment and ICT as a paradigm shift. The drive towards greater use of technology in education is aimed at modernizing schools and equipping the learners of today with skills that will make them able to use such technology in the workplace once they leave school. Any change in the teaching pedagogy should be supplemented by process management and connected to a realistic vision. This means schools should experiment within given boundaries. The population that was used for study was that of senior two students and this provided the relative sample sizes. An hypothesis “there is no difference between ICT — Integrated methodology and the traditional handicraft approach” resulted in the use of the t-test. Comparisons of different groups yielded different results at given levels of significance. While other interventions have been known to have a higher effect size ( Feedback 1.13, prior ability 1.04, instructional quality 1.00, direct instruction 0.82) than class environment (at 0.56) of which ICT is part, by and large ICT — integrated teaching and learning provides benefits that arise from its embodiment and inclusion of most of the high performances. There is a need to go beyond pure observations and evaluate more concretely school contexts, learning situations and teaching processes to show under which circumstances ICT based activities can enhance learning and improve skills. This requires some degree of qualitative interpretation, in order to evaluate the causes of impact which have been observed. While it is not possible, strictly speaking, to develop a framework for judging the impact on learning environments it may be possible to describe the ways in which ICT could be contributing to the development of constructivist learning environments.
TABLE OF CONTENTS
ITEM PAGE
Cover page
Declaration ii
Approval Sheet iii
Dedication iv
Acknowledgement v
Abstract vi
CHAPTER 1: THE PROBLEM AND ITS SCOPE
Background of the Study 1
Statement of the problem 2
Purpose of the study 2
Research Objectives 2
Research Questions 3
Hypothesis 3
Scope 3
Significance of the study 4
Operational definitions of key terms 5
CHAPTER 2: REVIEW OF RELATED LITERATURE
Introduction 6
Concepts, Ideas and Opinions from authors/experts 6
The Teaching-Learning process 6
Principles and Concepts of teaching and learning 7
Theoretical Perspectives 11
Teachers’ pedagogical competence and on-going Professional
Support 12
School Budgeting Components 13
Educational Productivity 17
Equipment of Schools with ICT tools and overall national
Infrastructure Provisions 18
Use of ICT and Access to ICT 20
Is there Equity of Access to ICTs in Education? 21
Is there any tangible benefit in using ICT in the
Teaching — Learning Process? 23
There can be positive impact 23
ICT and the Learning Environment 24
Learner Independence 25
ICT Components as a Environment 25
Teacher/Student Roles 25
The Teacher’s Unassailable Role 26
ICT and the Learning Outcomes 27
CHAPTER 3: METHODOLOGY
Research design 33
Research Population 33
Sample size 33
Research Instruments 34
Validity and Reliability of the Instruments 34
Data gathering procedures 35
Data Analysis 37
Ethical Considerations 38
Limitations of the study 39
CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Capability of Teachers to apply ICT-Integrated approaches 41
School Budget Provisions 43
Accessibility and use of ICT Equipment 44
Training provided by Teacher Colleges and Schools 46
Enthusiasm and Interest from head teachers 47
Attitude of Teachers toward ICT Methodology 47
Level of Usage of Available Equipment 48
Test of Hypothesis 50
Graphical Considerations 51
Statistical Analysis of the t-test 54
CHAPTER 5: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Conversational Framework for the Learning Process 60
Teacher Competencies in the use of ICT in
Educational practice 61
ICT skills partly necessary for using ICT in Education 62
Budget provision 64
Equipment in school 65
Accessibility 65
Conclusion 67
Recommendations 68
References 73
List of Tables and Figures
Table 1: Competence of Teachers 41
Table 2:Budgeting in ICT schools (Priority areas) 43
Table 3: The mean, standard deviation and Sample sizes
Of all groups 50
Table 4: Variance and the positive t-values 53
Figure 1: Idealized distributions for treated and comparison
group post — test values 52
Figure 2: Three scenarios for differences between means 53
Figure 3: Formula for the t-test 55
Figure 4: Conversational Framework 60
Appendkes
Transmittal letter
Clearance from Ethics Committee
Informed Consent
Research Instrument
Results of the Teachers Tools
Results from the pre-tests and post tests
Researchers Curriculum Vita
Consults, E. (2022). Information Communication Technology (Ict) and the Teaching Learning Process a Selection of Six Secondary Schools in Mbale District, Uganda. Afribary. Retrieved from https://afribary.com/works/information-communication-technology-ict-and-the-teaching-learning-process-a-selection-of-six-secondary-schools-in-mbale-district-uganda
Consults, Education "Information Communication Technology (Ict) and the Teaching Learning Process a Selection of Six Secondary Schools in Mbale District, Uganda" Afribary. Afribary, 30 Sep. 2022, https://afribary.com/works/information-communication-technology-ict-and-the-teaching-learning-process-a-selection-of-six-secondary-schools-in-mbale-district-uganda. Accessed 24 Dec. 2024.
Consults, Education . "Information Communication Technology (Ict) and the Teaching Learning Process a Selection of Six Secondary Schools in Mbale District, Uganda". Afribary, Afribary, 30 Sep. 2022. Web. 24 Dec. 2024. < https://afribary.com/works/information-communication-technology-ict-and-the-teaching-learning-process-a-selection-of-six-secondary-schools-in-mbale-district-uganda >.
Consults, Education . "Information Communication Technology (Ict) and the Teaching Learning Process a Selection of Six Secondary Schools in Mbale District, Uganda" Afribary (2022). Accessed December 24, 2024. https://afribary.com/works/information-communication-technology-ict-and-the-teaching-learning-process-a-selection-of-six-secondary-schools-in-mbale-district-uganda