Attitude to ICT, Competence, and Use Pattern of University Lecturers in Uganda (original) (raw)
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ICT USAGE/HABITS FOR TEACHING AND LEARNING IN UNIVERSITIES SIERRA LEONE (NJALA UNIVERSITY
International Journal of Information Technology & Operations Management, 2019
The study provides, a 'Survey Questionnaire' that was developed to investigate ICT usage/habits, perceived ICT competency, and related ICT issues that affect University students and Lecturers at Njala University. A descriptive survey method was used because it allows the researcher to pose a series of questions to willing participants, summarize their responses with percentages, frequency counts, or more rigorous statistics, and draw inferences about a particular population from the responses of the selected sample size. The main focus of this research is to ascertain Information and Communication Technology (ICT) Lab Usage/Habits at Njala University. More specifically, this research assessed the user habits of digital media, primarily computers, tablets, smart phones and internet in order to facilitate teaching and learning at this tertiary institution. The data collected was mainly presented by the use of quantitative statistical methods. Data from the open-ended questions were analysed by indicating the magnitude of responses viz-a-viz the total number of respondents to a particular option in a question. The responses from the structured questions were computed into frequency counts, percentages and charts. All the responses were summarized and tabulated for easy presentation, analysis and interpretation. However, the researcher further provides some recommendations that will facilitate the implementation of the research work. The findings from the research revealed that ICT resources for teaching and learning are not adequately available (Chart 5.2.1.1). The available ICT resources are Internet/E-mail Services (48%), Department Computer Laboratory (42%), Proprietary Software and Printing and photocopying services (39%). The result also agrees with the findings of Ololube (2006) and Pelgrum (2012) whose research findings concluded that there is poor ICT resource integration and usage in most educational institutions in developing countries. Even though the ownership of the hardware is low, a very high proportion (94%) agreed that there is a likelihood that they will use ICT at home and other commercial places if it is made available to them. The ownership of Smartphones among the respondents are high (72%), but it is mainly use for accessing social media networks like Facebook, WhatsApp, Twitter etc. Additionally, in a study conducted by Hisham et al (2006), it was clearly showed that students' sense of IT efficacy significantly affected their usage of such technology. The study finally concluded that students' sense of IT efficacy had a substantial indirect effect on their usage and satisfaction.
International Journal of Research Studies in Educational Technology, 2015
This study is a survey aimed at ascertaining the attitude of academic staff in tertiary institutions in Imo State Nigeria towards the use of information and communications technology (ICT) in teaching. It also examines their level of use of ICT for teaching and learning purposes. The paper also compares the attitude of the faculty by gender and type of the institution they teach in, i.e. college of education, polytechnic and universities. The paper tried to ascertain if attitude of faculty to ICT correlates to actual usage in the classroom. 300 academic staff members were randomly selected from lecturers in tertiary institutions in Nigeria. A set of instrument tagged ICT attitude questionnaire and ICT use questionnaire was administered to the respondents. Data collected was analysed using descriptive, inferential and correlational statistics. Findings reveal that although academic staff have positive attitude about ICT use in instruction, they however reported low level use of ICT for instructional purposes. There is no significant difference in attitude according to gender; similarly, significant differences in attitude does not exist by type of institution among the three types of tertiary institutions. Faculty attitude was found to be positively correlated with use of ICT in curriculum. The paper concludes that academic staff should embrace innovative techniques by a favourable disposition towards them which will help boost classroom implementation of such innovations.
International Journal of Engineering Research and Technology (IJERT), 2014
https://www.ijert.org/difficulties-faced-by-teachers-in-using-ict-in-teaching-learning-at-technical-and-higher-educational-institutions-of-uganda https://www.ijert.org/research/difficulties-faced-by-teachers-in-using-ict-in-teaching-learning-at-technical-and-higher-educational-institutions-of-uganda-IJERTV1IS7225.pdf A study aimed at finding out the difficulties faced by teachers in using Information and Communication Technology (ICT) in classroom teaching-learning in technical and higher educational institutions in Uganda. The use of ICT in the classroom is very important in 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. 55% of a sample of 150 teachers and 57% of a sample of administrators participated in the study. 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 reveal that teachers had a strong desire to integrate ICT into teaching-learning process even though with difficulties. The major barriers were lack of genuine software, inadequate computer in the classroom, low speed internet, lack of motivation from both teacher and student side to use ICT, lack of proper training skills, unavailability of latest ICT equipment, lack of expert technical staff, poor administrative support, poor course curriculum etc. Suggested are made for ongoing professional development of teachers to model new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. It is important for teacher trainers and policy makers to understand the barriers and cost-effectiveness of different approaches to ICT use in teacher training so that training strategies can be appropriately explored to make such changes viable to all.
2017
With numerous advantages of ICT in teaching such as using images to improve the retentive memory of students, academic staff is yet to deliver instructions adequately and effectively due to no power supply, lack of technical supports and non-availability of functional ICT tools. This study was conducted to investigate the attitudes of academic staff towards the use of information communication technology as a pedagogical tool for effective teaching in FCT College of Education, Zuba-Abuja, Nigeria. A sample of 200 academic staff from five schools/faculties was involved in the study. The respondents were selected by using simple random sampling technique (SRST). A questionnaire was developed and validated by the experts in Measurement and Evaluation, and reliability co-efficient of 0.85 was obtained. It was used to gather relevant data from the respondents. This study revealed that the respondents had positive attitudes towards the use of ICT as a pedagogical tool for effective teachi...
Information and Communication Technology (ICT) has transformed the global education system in the areas of teaching and learning to achieve the Sustainable Development Goals (SDGs). Lecturers in College of Education (COE) are not only supposed to use ICT towards the achievement, they are to model good use of ICT for pre-service teachers. This underscores the need for investigating lecturers' attitude towards the use of ICT in COE in Nigeria. The cross sectional survey method was adopted for the study. Respondents were 1107 lecturers (602 males and 505 females) selected from ten Colleges of Education in southwest Nigeria. A researcher–designed questionnaire, " Lecturers' Attitude and Proficiency in ICT Use " was used for data collection. Findings of the study showed that lecturers had positive attitude towards the use of ICT, no significant difference was established between male and female lecturers in their attitude, there was significant difference between first degree holders and higher degree holders in their attitudes, there was significant difference between less-experienced and experienced lecturers in their attitude with the less-experienced fairing better and there was significant difference in attitude among lecturers in various areas of specializations on attitude. The study concluded that COE lecturers had positive attitude toward ICT and were moderately proficient in the use of ICT. The implication is that with the positive attitude and proficiency in the use of ICT may encourage the integration of ICT in their academic tasks. It was recommended that provision should be made for continuous training COE lecturers in ICT.
The Use of Information and Communication Technology (ICT) by Lecturers in North-Western Nigeria
Information and communication technology (ICT) encompasses all forms of technology deployed in information dissemination in contemporary societies. Several types of ICT products that can be found and having application to education, such as teleconferencing, audio conferencing-mails, video lessons(TVs), radio broadcasts, interactive radio counselling, interactive audio response system, audiocassettes ,whatsapps and CD ROMs, etc. are being used in education for many purposes. This paper determined the level of ICT usage among lecturers of federal universities in Northwestern Nigeria. A sample of 350 lecturers was randomly selected through a multi-stage cluster paradigm. Data was collected through online survey of adopted ICT perceive ease of use Questionnaire (IPEUQ) with a return response rate of 85.7%. The data was analysed using IBM SPSS software. Findings indicate that lecturers have personal commitment to acquire ICT skills in developing their competence, to the extent that they bear the cost of training without any intervention from the authorities. The paper therefore, concludes that, insufficiency of ICT facilities and highly trained personal in the universities leads to the low level ICT competence among lecturers. Introduction Information and communication technology (ICT) usage in tertiary institutions of learning plays a vital role in enhancing lecturers' competence and also facilitate global context across the globe in terms of research and other academic activities. The incorporation of ICT usage in teaching and learning has gained much attention from both academics and development partners, however in Nigerian Universities faced with myriad of challenges, the usage among the lecturers is highly sympathetic as some has reached the rank of Professor but without a basic knowledge of operating a computer (Ehikhamenor, 2002). According to (Daniels, 2002) ICTs have turned out to be, within a short time, one of the necessary tools of modern fellowship. Many countries now consider knowledge of information and communication technology (ICT) as well as mastery of the essential sciences, technology including concepts of ICT as one the critical basis of education, beside reading, writing and arithmetic. Even though, there seems to be a misconception with respect ICTs generally by referring it to 'computers and computing associated activities'. This is fortunately not the right, although the use of computers and their applications is a significant component in the contemporary information management, other systems and/or technologies also form part of the phenomenon that is generally regarded as ICTs (Law, Pelgrum, & Plomp, 2008). In addition, in the 1980s, the name 'computers' was replaced by information technology (IT) showing a change of centre of attention from computing technology with the capability of storing and retrieving information. The two were kept in company by the first emergence of the term Information and communication technology (ICT) BY 1992, during which the use e-mail began to grow with the general public (Pelgrum & Law, 2003). UNESCO (2002) clearly stated that ICT encompasses all forms of technology deployed in information dissemination in contemporary societies. Several types of ICT products that can be found and having application to education, such as teleconferencing, audio conferencing-mails, video lessons(TVs), radio broadcasts, interactive radio counselling, interactive audio response system, audiocassettes ,whatsapps and CD ROMs, etc. are being used in education for many purposes (Hattangdi & Ghosh, 2008) Major difference between ICT use
Lecturers’ Adoption of ICT Tools in Ghanaian Colleges of Education
International Journal of Recent Contributions from Engineering, Science & IT (iJES)
This study investigated lecturers’ adoption of ICT tools in Ghanaian colleges of education. The participants of this study were 390 lecturers from 25 colleges of education in Ghana. Data was collected using a questionnaire and lesson observation, and the results were analysed quantitatively and qualitatively using descriptive statistics and thematic analysis. The study revealed that more than two-thirds of the participants/respondents used personal computers, projectors, social media, and LMSs in their education. The lecturers asserted that they utilise ICT tools for research, for storing, retrieving, and sharing files and information in addition to utilising them to teach their courses. The respondents/participants recounted that they grow professionally as a result of using these ICT tools. Additionally, it was discovered that the respondents/participants employed ICT tools in their instruction due to its mobility, time-saving qualities, accessibility, and user-friendliness whi...
Role of ICT in Teaching and Learning: Influence of Lecturers on Undergraduates in Tanzania
Reconnaissance to investigate on the integration of ICTs is not novel, and in case higher learning institutions in Tanzania as it is elsewhere remains indispensable to augment pragmatic corpus of knowledge and practice on ICTs integration in panoramic educational contexts. This study investigate on the influence of lecturers have on their students' use of ICTs in learning. Three objectives are adopted to determine essential ICT Skills needed by student-teachers in learning; to examine lecturers' usage of ICTs in teaching process; and to determine cause-effect relationships between lecturers' ICTS usage in teaching and student-teachers' use of ICT in learning. A survey design ensuing quantitative methodology to collect and analyze the data from sample of 97 student-teachers. The data were analyzed using Statistical package for Social Sciences (SPSS). The major posits of the study divulged that ICT skills are not only essential for construction of knowledge, but also essential for identifying useful information for learning. Also, the Lecturers consider ICT as a major tool in teaching. Moreover, though there was moderate relationship between lecturers' use of ICT in teaching has and student use in learning, lecturers' use of ICTs in teaching process significantly influence student teachers' use of ICTs in learning process. Generally, student teacher perceptions and ultimate use are dependent on self conceived usefulness of the ICT skills in learning, which in turn contingent to extent lecturers apply ICTs in Original Research Article
STUDENT-TEACHERS COMPETENCE AND ATTITUDES TOWARDS ICT: A CASE STUDY IN A NIGERIAN POLYTECHNIC By
African Scholars Journal of Contemporary Education Research , 2020
The present study was conducted to investigate the competence and attitudes of B.(Technology) studentteachers towards ICT in a Nigerian Polytechnic. Seven research questions and null hypotheses were constructed to guide the investigation. The descriptive cross-sectional survey design was used for the study. A proportionate stratified random sampling technique was used to select 200 participants. The instrument for data collection was an adapted structured questionnaire used in similar research. The tool consists of 35-items structured on a five-point Likert rating format classified into five sub-scales. The reliability of the instrument was determined using the Cronbach alpha technique yielded.95. The data collected was analyzed using both descriptive and inferential statistics. The research results reveals positive attitude towards ICT among the students .Similarly, the competence levels of student-teachers in the use of ICT were high. Research findings reveal no significant differences between male and female student-teachers as it relates to their ICT attitudes and competencies. With these results, recommendations were made, including translating these positive attitudes and high competence into practice. Applying these theoretical concepts into practice during teaching-learning will help promote the effective integration of ICT throughout the curriculum implementation by student-teachers.
Journal of Technology and Science Education
This paper investigates factors that influence Zambian higher education lecturer’s attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contri...