FACTORS INFLUENCING SECONDARY SCHOOLS TEACHERS IN … · 2011-05-28 · Kenyan Secondary schools...

FACTORS INFLUENCING SECONDARY

SCHOOLS TEACHERS IN UGANDA AND KENYA TO USE COMPUTERS FOR ACADEMIC

PURPOSES

DR. CHRISTOPHER M. GAKUU

SENIOR LECTURER,

UNIVERSITY OF NAIROBI

***

OUTLINE

***

Name, X. (2011, May). Title of your presentation. Paper presented at the eLearning Africa Conference 2011, Mlimani City Conference Centre, Dar es Salaam, Tanzania.

�Objective of the study

�Context

�Methodology

� Results

�Conclusion and recommendations


Context

� It is well acknowledged that education is a prerequisite for achieving developmental goals globally. secondary schools have ICT facilities.

� It is not yet scientifically established how the ICT facilities are used for effective instructional purposes.

� Dichotomy of physical presence and the Pedagogical integration of ICT in teaching.

�Question: Are ICTs being used for curriculum implementation?


Context(2)

� Access to knowledge provides individual with a competitive advantages in whichever environmental situation they may find themselves.

� ICT promises to be one ways of accessing information and hence empowering the individuals to compete effectively in the society.

�Unfortunately, most developing countries find themselves in a situation of ICT deprivation.

Objectives of the study

***


� To establish the weekly average hours use of ICTs for academic purposes by teachers in selected secondary schools in Uganda and Kenya.

� To establish the main types of ICTs uses for academic purposes by teachers in selected secondary schools in Kenya and Uganda.

� To evaluate the main factors supporting the use of ICTs for academic purposed by teachers in selected secondary schools in Kenya and Uganda.

Methodology

***


Participants

�Head teachers/Principals

� Teachers

� Students

� Parents

� ICT technicians


Study Populations

Country Number of

schools(N)

Number of

Teachers(

N)

Number of

students(N)

Principals(N

)

Uganda 4 137 4906 4

Kenya 5 119 1675 5

Total 9 256 6581 9


Ugandan Secondary schools involved

School Teachers Students

Male Female Male Female

Kibuli Secondary school

73 25 1027 540

Nabitunge Girls 36 34 - 1150

St. Kizito Secondary school, Bugolobi

( 52) (850)

Kings college 40 29 871 318

Total 149 88 1898 2008


Kenyan Secondary schools InvolvedSchool Teachers Students

Male Female Male Female

1.Aga Khan 11 12 250 100

2. Enna Girls 6 4 - 120

3. UthiruGirls

10 25 - -

4. MusaGitau

Secondary

10 11 140 265

6.St . Joseph Githunguri

5 25 800 -

Totals 42 77 1190 485


Data collection

� Research approach

• Mixed mode

� Source of data

• PanAf observatory

�Data collection method:

• observation, survey and document

analysis

�Data collection tools

• interviews, observations, focus group discussion and questionnaires


Data analysis ***�Quantitatively

• Descriptively ( averages and mode).

� Qualitatitively

• content analysis

• document analysis.

�Data présentation

• tables

• graphs

• narrative s

Results

***

Average weekly hours for academic purposes

Country Female

/hours

Male/

hours

Mean

Uganda 5.7 6 5.85

Kenya 13 14 13.5

Total 18.7 20 9.65

� No significant difference between gender in both countries

� However, a significant difference between the countries and rural and urban

� Why?


Types software/ purposes

Software Purposes

•MS word • Note making

•Ms Excel •Preparation for report forms•Basic analysis of performance

•Ms Power point Basic learning presentations

•Ms Acess

•Expo windows

•Adobe Page maker


Main software/ purposes

Encarta Encyclopedia Search for information (

concepts)

Visual Basics

Corel draw Draw diagrams

Netcen school solutions( timetabler)

Preparation of timetables

Factors

Supporting

� Access to variety sources of information

� Saves time for other uses

� Communication with students even during holidays

� Made lessons easy to deliver and more enjoyable

� Improvement in academic performance

Inhibiting� Point at which the computers were

accessed( where, when, with whose permission)

� Attitude of colleagues

� working environment

� Lack of a coherence policy( No policy in Kenya)

� Lack of encouragement from the school management and

� Lack of training in integration

� Technophobia

� Lack of time to prepare using ICT due to loaded curriculum

Conclusion and recommendations

***


Conclusion 1 ***� Insignificant difference in terms of factors influencing use of ICTs by teachers between the two countries

� Yet Uganda has policy while Kenya doesn‘t

� Factors are generally the same

� Significant difference in terms of average hours spent using ICT between the countries

�No significant difference between gender in both countries


Conclusion 2

�Major difference on integration between schools in the same country and at school level

�Differences due to school environment, individual teacher personality

�Differences the degree of interplay between the supporting / inhibiting factors

� Role of the school management critical to integration


Conclusion (3)

�Very little mobility of computer within the school

� Computers are used more for administrative purposes than academic

�Computers seen to “belong” more to the school administration and learners than to teachers


Recommendations

� National ICT pedagogical integration policy( teacher training, procurement and distribution of hardware and software for schools)

� Training should start with management( principals/ deputies / HODs)

� Require that ICT integration be part of the school’s strategic and annual(operational) plans

� Promotion of principals and teacher be pegged on ICT integration among other things

�Demystify who “ owns” computers in the school


Recommendation(2)

�Change management training to all stake holders in the school focusing on technological issues.

� Teacher of the year awards(TOYA) at school, district and national levels

�Need to enhance mobility of the computers within the school( effectiveness & efficient utilization)


Recommendations(3)

� Motivation: Teacher of the year awards(TOYA) at school, district and national levels

�Demystify who “ owns” computers in the school.

� Emphasis on mobile phone than on desktops/laptops to


3 booklets of recommendations from the Panaf project research team

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» Teachers and school directors

»» ict-africa.org



***

» Policy makers, teacher trainers and other education administrators

»» ict-africa.org



***

» ICT in education researchers

»» ict-africa.org


END

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FACTORS INFLUENCING SECONDARY SCHOOLS TEACHERS IN … · 2011-05-28 · Kenyan Secondary schools...

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