Primary Teacher Education Trainees’ Preparation for Integration of Information Communication Technology in their Pedagogical Practices in Uganda
Keywords:
: ICT, Competencies, Pedagogical Practices, Mode of Instruction, ICT Infrastructure
Abstract
Teacher Trainees’ Information Communication Technology (ICT) competencies influence the application of educational technologies in teaching and learning. ICT has a significant impact on the changing scenario of education. It is a necessity for student teachers. The purpose of this study was to assess Primary Teacher Education (PTE) Trainees’ preparation for integration of ICT in their Pedagogical Practices in Uganda. The objectives of this study were; To assess PTE trainees’ ICT competencies for ICT Integration in their pedagogical practices; To explore the quality of ICT Infrastructure in PTE for trainees’ preparation in ICT integration in their pedagogical practices; To determine instructional modes used by tutors in preparation of PTE trainees for ICT integration in their pedagogical practices. The study used a cross-sectional, correlational survey design to collect data and establish the relationship between variables. For colleges, disproportionate stratified sampling technique and for students per selected college, convenient sampling was opted for. Geographically, this study was conducted in Primary Teachers Colleges, in the Central, Southwest, Western, Eastern and Northern Uganda. Only 2nd-year Primary Teacher Trainees (finalists) participated in this study. Out of 686 teacher trainees targeted, only 627 (91.4%) willingly returned the questionnaire. The study used a questionnaire to collect quantitative data. The data collected from the self-administered questionnaire were sorted, categorized and computerized using the 23.0 version of IBM SPSS for generation of descriptive and inferential statistics. Correlations were run to predict the relationships between the study variables, and moderation analysis was done using multiple regressions. Findings have indicated that there is a positive significant relationship between teacher trainees’ ICT competencies and their pedagogical practices. This relationship was found to be moderated by the tutor’s mode of instruction and ICT infrastructure. Recommendations have been made to all stakeholders in teacher education.
References
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Brzycki, D., & Dudt, K. (2005). Overcoming barriers to technology use in teacher preparation programs. Journal of Technology and teacher education, 13(4), 619-641.
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Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computers & Education, 51(1), 187-199.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284.
Felistas. M., Maithya, R., & Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and E-learning Research, 3(4), 143-149.
Flanagan, S., & Shoffner, M. (2013). Teaching with (out) technology: Secondary English teachers and classroom technology use. Contemporary Issues in Technology and Teacher Education, 13(3), 242-261.
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Gomez, L. M., Sherin, M. G., Griesdorn, J., & Finn, L. E. (2008). Creating social relationships: The role of technology in preservice teacher preparation. Journal of Teacher Education, 59(2), 117-131.
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Lau, W. W., & Yuen, A. H. (2014). Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. Computers & Education, 78, 1-9.
Lawrence, A. S., & Veena, K. (2013). Improving teacher competency through ICT. Retrieved on 15/10/2015 http://www. academia. edu/1462066/ict_and_teacher_competencies.
Mahmud, R., & Ismail, M. A. (2010). Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5-10.
Makura, A. H. (2014). Students’ perceptions of the use of ICT in a higher education teaching and learning context: The case of a South African University. Mediterranean Journal of Social Sciences, 5(11), 43.
Maltz, L., & DeBlois, P. B. (2005). Trends in current issues, Y2K-2005. EduCause Quarterly, 28(2), 6-23.
Marzilli, C., Delello, J., Marmion, S., McWhorter, R., Roberts, P., & Marzilli, T. S. (2014). Faculty attitudes towards integrating technology and innovation. arXiv preprint arXiv:1404.4334.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Moser, F. Z. (2007). Strategic management of educational technology—the importance of leadership and management. Tertiary Education and Management, 13(2), 141-152.
Nelson, T., Julius, N., Anna Maria, G., Innocent, N., Enoch, W., & Emmanuel, S. (2020). Drivers Affecting the Acceptance and Use of Electronic Learning Among Ugandan
University Students in the COVID-19 Era. A Cross-Sectional Survey Among Three Universities. A Cross-Sectional Survey Among Three Universities (September 8, 2020).
Rahman, A., & Rahman, F. A. (2015). Knowledge, Attitude and Practice of ICT Use in Teaching and Learning: In the Context of Bangladeshi Tertiary Education. International Journal Of Science And Research (IJSR), 4(12), 755-760.
Rastogi, A., & Malhotra, S. (2013). ICT skills and attitude as determinants of ICT pedagogy integration. European Academic Research, 1(3), 301-318.
Tondeur, J., Roblin, N. P., Van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum.
Educational studies, 39(2), 239-243.
UNESCO. (2011). UNESCO ICT competency framework for teachers. Paris: United Nations Educational.
UNESCO. (2020). CapED launches COVID-19 Education Responses in 17 countries. UNESCO. Retrieved 12 May 2021, from https://en.unesco.org/news/caped-launches-covid-19-education-responses-17-countries.
Usun, S. (2009). Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey:(a comparative review). Procedia-Social and Behavioral Sciences, 1(1), 331-334.
Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.
Yildirim, S. (2000). Effects of an educational computing course on preservice and in-service teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479-495.
Zhou, Q., Zhao, Y., Hu, J., Liu, Y., & Xing, L. (2010). Pre-service chemistry teachers’ attitude toward ICT in Xi’an. Procedia-Social and Behavioral Sciences, 9, 1407-1414.
Alazam, A. O., Bakar, A. R., Hamzah, R., & Asmiran, S. (2012). Teachers’ ICT skills and ICT integration in the classroom: The case of vocational and technical teachers in Malaysia. Creative Education, 3(08), 70.
Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570.
Avidov-Ungar, O., & Iluz, I. E. (2014). Levels of ICT integration among teacher educators in a teacher education academic college. Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 195-216.
Baharuldin, Z., Jamaluddin, S., Shaharom, M. S. N., & Zaid, S. M. R. (2019). The Role of Teacher Readiness as a Mediator in the Development of ICT Competency in Pahang Primary School.
Bransford, J., Brophy, S., & Williams, S. (2000). When computer technologies meet the learning sciences: Issues and opportunities. Journal of Applied Developmental Psychology, 21(1), 59-84.
British Educational Communications & Technology Agency. (BECTA, 2001). A Preliminary Report for the DfEE on the Relationship Between ICT and Primary School Standards: An Analysis of Ofsted Inspection Data for 1998-99. British Educational Communications and Technology Agency.
Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in Initial Teacher Education in Chile. Journal of Educational Technology & Society, 17(3), 222-238.
Brzycki, D., & Dudt, K. (2005). Overcoming barriers to technology use in teacher preparation programs. Journal of Technology and teacher education, 13(4), 619-641.
CISCO (Computer Information System Company). (2013). A white paper outlining CISCO’s recommendations on how to modernize the existing E-rate program to put high-speed broadband into the hands of every student in America. Retrieved January 10, 2020 at: http://www.cisco.com/web/strategy/docs/education/e_rate_connected_wp.pdf
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdle.
Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). A review of the research literature relating to ICT and attainment.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computers & Education, 51(1), 187-199.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284.
Felistas. M., Maithya, R., & Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and E-learning Research, 3(4), 143-149.
Flanagan, S., & Shoffner, M. (2013). Teaching with (out) technology: Secondary English teachers and classroom technology use. Contemporary Issues in Technology and Teacher Education, 13(3), 242-261.
Fox, C., Waters, J., Fletcher, G., & Levin, D. (2012). The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs. Executive Summary. State Educational Technology Directors Association.
Garba, S. A. (2014). Impact of ICT course on pre-service teachers acquisition of ICT literacy skills and competence in Nigeria. International Journal of Modern Education Research, 1(2), 37-42.
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Journal of Educational Technology & Society, 12(1), 193-204.
Gomez, L. M., Sherin, M. G., Griesdorn, J., & Finn, L. E. (2008). Creating social relationships: The role of technology in preservice teacher preparation. Journal of Teacher Education, 59(2), 117-131.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.
Higgins, S., & Packard, N. (2004). Meeting the standards in primary ICT. Taylor & Francis.
Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Journal of Educational Technology & Society, 8(2), 94-101.
Kazan, S. & ELDaou, B., (2016). The Effect of ICT Training on the Science Teachers’ Self-Efficacy, Attitudes, and Students’ Academic Performance in Inclusive Schools 2015. World Journal on Educational Technology: Current Issues, 8(3), 148-164.
Kurt, S. (2018). Technological pedagogical content knowledge (TPACK) framework. Educational Technology, 12.
Lau, W. W., & Yuen, A. H. (2014). Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. Computers & Education, 78, 1-9.
Lawrence, A. S., & Veena, K. (2013). Improving teacher competency through ICT. Retrieved on 15/10/2015 http://www. academia. edu/1462066/ict_and_teacher_competencies.
Mahmud, R., & Ismail, M. A. (2010). Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5-10.
Makura, A. H. (2014). Students’ perceptions of the use of ICT in a higher education teaching and learning context: The case of a South African University. Mediterranean Journal of Social Sciences, 5(11), 43.
Maltz, L., & DeBlois, P. B. (2005). Trends in current issues, Y2K-2005. EduCause Quarterly, 28(2), 6-23.
Marzilli, C., Delello, J., Marmion, S., McWhorter, R., Roberts, P., & Marzilli, T. S. (2014). Faculty attitudes towards integrating technology and innovation. arXiv preprint arXiv:1404.4334.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Moser, F. Z. (2007). Strategic management of educational technology—the importance of leadership and management. Tertiary Education and Management, 13(2), 141-152.
Nelson, T., Julius, N., Anna Maria, G., Innocent, N., Enoch, W., & Emmanuel, S. (2020). Drivers Affecting the Acceptance and Use of Electronic Learning Among Ugandan
University Students in the COVID-19 Era. A Cross-Sectional Survey Among Three Universities. A Cross-Sectional Survey Among Three Universities (September 8, 2020).
Rahman, A., & Rahman, F. A. (2015). Knowledge, Attitude and Practice of ICT Use in Teaching and Learning: In the Context of Bangladeshi Tertiary Education. International Journal Of Science And Research (IJSR), 4(12), 755-760.
Rastogi, A., & Malhotra, S. (2013). ICT skills and attitude as determinants of ICT pedagogy integration. European Academic Research, 1(3), 301-318.
Tondeur, J., Roblin, N. P., Van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum.
Educational studies, 39(2), 239-243.
UNESCO. (2011). UNESCO ICT competency framework for teachers. Paris: United Nations Educational.
UNESCO. (2020). CapED launches COVID-19 Education Responses in 17 countries. UNESCO. Retrieved 12 May 2021, from https://en.unesco.org/news/caped-launches-covid-19-education-responses-17-countries.
Usun, S. (2009). Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey:(a comparative review). Procedia-Social and Behavioral Sciences, 1(1), 331-334.
Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.
Yildirim, S. (2000). Effects of an educational computing course on preservice and in-service teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479-495.
Zhou, Q., Zhao, Y., Hu, J., Liu, Y., & Xing, L. (2010). Pre-service chemistry teachers’ attitude toward ICT in Xi’an. Procedia-Social and Behavioral Sciences, 9, 1407-1414.
Published
2023-04-07
How to Cite
Besigomwe, F., Opata N., V., & Kisilu, A. (2023, April 7). Primary Teacher Education Trainees’ Preparation for Integration of Information Communication Technology in their Pedagogical Practices in Uganda. African Journal of Education,Science and Technology, 7(3), Pg 463-478. https://doi.org/https://doi.org/10.2022/ajest.v7i3.855
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