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| dc.contributor.author | Habibu, Taban | |
| dc.date.accessioned | 2021-09-06T09:48:07Z | |
| dc.date.available | 2021-09-06T09:48:07Z | |
| dc.date.issued | 2012-11-15 | |
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Literature review in science education and the role of ICT: Promise, problems and future directions. London: Future lab. Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3 (2), 157-161. Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178. Plomp, Tj., ten Brummelhis, A.C.A., & Rapmund, R. (1996). Teaching and Learning for the Future. Report of the Committee on Multimedia in Teacher Training (COMMITT). Den Haag: SDU. Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2 (1), 1-24. Sicilia, C. (2005). The Challenges and Benefits to Teachers' Practices in Constructivist Learning Environments Supported by Technology. Unpublished master’s thesis, McGill University, Montreal. 67 Strudler, N.B., & Wetzel, K. (1999). Lessons from Exemplary Colleges of Education: Factors Affecting Technology Integration in Pre-service Programs. Educational Technology Research and Development, 47 (4), 63-81. Toprakci, E. (2006). Obstacles at integration of schools into information and communication technologies by taking into consideration the opinions of the teachers and principals of primary and secondary schools in Turkey. Journal of Instructional Science and Technology (e-JIST), 9 (1), 1-16. UNESCO. (2008). ICT Competency Standards for Teachers - Implementation Guidelines, Version 1.0. Retrieved 28th September 2009. from http://www.unesco.org/en/competency-standards-teachers Watson, G. (1999). Barriers to the integration of the Internet into teaching and learning: Professional development. Paper presented at the Asia Pacific Regional Internet Conference on Operational Technologies. Wong, A. F. L., Quek, C.-L., Divaharan, S., Liu, W.-C., Peer, J., & Williams, M. D. (2006). Singapore students' and teachers' perceptions of computer-supported Project Work classroom learning environments. Journal of Research on Technology in Education, 38 (4), 449-479. World Almanac and Book of Facts. (2002). Students Per Computer in U.S. Public Schools (p. 233). New York: World Almanac Books Yelland, N. (2001). Teaching and learning with information and communication technologies (ICT) for numeracy in the early childhood and primary years of schooling. Australia: Department of Education, Training and Youth Affairs. Zhang, P., & Aikman, S. (2007). Attitudes in ICT Acceptance and use. In J. Jacko (Ed.), Human-Computer Interaction, Part I (pp. 1021-1030). Syracuse, NY: Springer-Verlag Berlin Heidelberg. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/835 | |
| dc.description | Supervised by Dr. Che Kum Clement Supervisor and Professor Head, Dept, of TVE, IUT | en_US |
| dc.description.abstract | The use of Information and Communication Technology (ICT) in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in educational institutions may assist educators to overcome these barriers and become successful technology adopters in the future. In this regard, the study aims at finding out the difficulties faced by teachers in using ICT in classroom teaching-learning in technical and higher educational institutions in Uganda. Chi square test and weighted average using Statistical Package for Social Science (SPSS) software were used to analyze and interpret the data. The findings of this study indicate that teachers had a strong desire to integrate ICT into teaching-learning process; but they encountered many barriers regarding the ICT integration. It reveals that the major barriers were lack of sufficient training, lack of learning equipment tools, teacher’s reluctance to change, lack of skilled personnel, lack of limited time, lack of confidence, lack of knowledge, low internet speed, virus threat, power problems, lack of motivation to encourage the use of ICT from the administration, teachers’ attitudes towards computers, poor funding, poor administrative support, and poor course curriculum etc. However, it is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. Nevertheless, it is important for teacher trainers and policy makers to understand the barriers and cost-effectiveness of integrating ICT use in teacher training so that training strategies can be appropriately explored to make such changes viable to all. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Department of Technical and Vocational Education (TVE), Islamic University of Technology (IUT) | en_US |
| dc.title | A Study of Difficulties Faced By Teachers in Using ICT in Classroom Teaching-Learning in Technical and Higher Educational Institutions in Uganda | en_US |
| dc.type | Thesis | en_US |
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2012 [6]