Discourses in ICT integration :

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dc.contributor.author Muweesi, Charles
dc.contributor.author Lou, Shizhou
dc.contributor.author Nakonde, Justine
dc.contributor.author Jerome, Kotira Salome
dc.contributor.author Tomusange, Robert
dc.contributor.author Sserwadda, Lawrence
dc.date.accessioned 2022-06-18T09:49:02Z
dc.date.available 2022-06-18T09:49:02Z
dc.date.issued 2021-02
dc.identifier.citation Muweesi, C. [et al.]. (2021) Discourses in ICT integration: Pedagogical orientations in selected city primary schools in Uganda, Educational Research and Reviews 16 (5), 172-180, 2021 https://doi.org/10.5897/ERR2020.4103 en_US
dc.identifier.issn 1990-3839
dc.identifier.uri https://doi.org/10.60682/6x4m-fs20
dc.description Research article en_US
dc.description.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. en_US
dc.description.sponsorship Zhejiang Normal University, Kyambogo University, University of Dar es salaam, Central China Normal University, Makerere University, Busitema University. en_US
dc.language.iso en en_US
dc.publisher Academic Journals en_US
dc.subject Primary education in Uganda en_US
dc.subject ICT usage agenda en_US
dc.subject Vision 2040 in Uganda en_US
dc.subject Teachers digital pedagogy en_US
dc.title Discourses in ICT integration : en_US
dc.title.alternative pedagogical orientations in selected city primary schools in Uganda. en_US
dc.type Article en_US


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