Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1907

Full Length Research Paper

Discourses in ICT integration: Pedagogical orientations in selected city primary schools in Uganda

Muweesi Charles
  • Muweesi Charles
  • Institute of International and Comparative Education, College of Teacher Education, Zhejiang Normal University, China.
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Lou Shizhou
  • Lou Shizhou
  • Institute of International and Comparative Education, College of Teacher Education, Zhejiang Normal University, China.
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Nakonde Justine
  • Nakonde Justine
  • Department of Sociology and Social Adminstration, Faculty of Arts and Social Sciences, Kyambogo University, Uganda.
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Jerome Kotira Salome
  • Jerome Kotira Salome
  • Institute of International and Comparative Education, College of Teacher Education, Zhejiang Normal University, China.
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Tomusange Robert
  • Tomusange Robert
  • Department of Comparative Education, School of Education, Central China Normal University, China.
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Sserwadda Lawrence
  • Sserwadda Lawrence
  • Department of Open and Distance Learning, School of Distance and Life Long Learning, Makerere University, Uganda.
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  •  Received: 25 November 2020
  •  Accepted: 01 February 2021
  •  Published: 31 May 2021

Abstract

This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala focusing on the cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. A mixed research design with compliments from questionnaires, interviews and classroom observations was employed in the study to obtain data from the respondents (N=80). It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Teachers’ lack of ICT skills is due to inadequate training that intensely influences the use of ICT in the classroom despite most of the schools being highly populated. It was thus established that for effective and efficient use of ICT tools in Ugandan schools, the government via the Ministry of Education should consider involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher’s continuous ICT training sessions could be a good recommendation/justification if the government is to achieve its vision 2040 ICT agenda.

 

Key words: Primary education in Uganda, ICT usage agenda, Vision 2040 in Uganda, teachers digital pedagogy.