Information Communication Technology (Ict) and the Teaching Learning Process a Selection of Six Secondary Schools in Mbale District, Uganda

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