Behind the Curtains: Factors Influencing the Uptake of Technology for Teaching at Makerere University Ruth Nsibirano & Consolata Kabonesa

IntroductionA multi-site study was implemented in seven African universities

namely: University of Dar es Salaam in Tanzania; Catholic University

of Mozambique; Ibadan University and Jos University in Nigeria;

Kenyatta University in Kenya; University of Education Winneba in Ghana,

and Makerere University in Uganda. However, each of the seven universities

set out independently to establish factors that influence the uptake of

technology for teaching, learning and assessment . General research questions

were: What technologies are being used for teaching, learning and assessment in

the institutions?; How are these technologies being used?; What is the context

within which technologies are used?; Who is using the technologies?; What are the

reasons proffered for the uptake of technology?; What are the enablers of

technology uptake for teaching, learning and assessment?; What are the

constraints to technology uptake?

Materials and MethodsA cross-sectional research design was adopted, employing both

qualitative and quantitative methods of data collection : key informant

interview; observations; online and physical survey respectively Quantitative

and qualitative data were collected from the staff in Makerere University, The

survey used structured questionnaires jointly designed with the other

universities undertaking the multi-site research. The Makerere University

research team customised the collaboratively developed tools and interview

guides to suit the Makerere context. After adaptation, the instruments

were piloted and further changes embraced, such as the naming of the units,

the academic programs from which respondents were drawn,

ETs Staff use to Support Teaching, by Gender

ETs Students Mentioned as Used For Teaching by Units

AcknowledgmentsThanks are due to the Partnership for Higher Education in Africa (PHEA)

for research funds; The Centre for Educational Technology (CET) staff,

particularly Dr. Monica Mawoyo, Colleagues in the other six universities

Makerere University research team, particularly the Research Assistants

ResultsTeaching enabling factors were mainly at the institutional level and included staff skills training,

and the context within which staff use the available ETs. The context was diverse, with aclosely

neat array of factors such as ease of access to ET, particularly the computers; availability of

stand-by generators to bridge the power cuts gaps; and relative ease of Internet connectivity.

Constraining factors were at institutional, technical, and personal levels. Institutional factors

included Lack of institutional support to staff efforts , dissatisfaction with remuneration, the lack

of a clear policy on rewards, appointments and promotion in relation to ET integration, Time and

accountability. Technical factors identified included the functionality and availability of the ETs.

This was crucial, as it had implications for access. Further, access to ETs, such as the Internet,

and issues around power, bandwidth and connectivity affected perceptions. Staff hated to waste

time in futile endeavours. Personal factors included: staff attitudes- some staff perceived use of

ETs in teaching as time consuming, resulting in reduced time for research, publishing, and their

economic survival, at a time of increased cost of living, against meagre salaries.Further, there

was uncertainty regarding copyright of e-content as well as job security issues. What are the

implications of ones continued relevancy to the university should there be full uptake of ET in

teaching? This was a major question in the minds of those considering the use of ETs, and a lack

of clear answers slowed the rate of uptake.

ConclusionsThere are more constraining than enabling conditions in Makerere University for staff to

integrate ETs in teaching and assessment. There should be an urgent move to have

policies in place regarding:

1. Remuneration for ET use in form of “weight” towards promotion.

2. Routine repair, servicing and maintenance of ETs.

3. Sensitization on copyright and job security implications

Authors email Contactsrnsibirano@chuss.mak.ac.ug,consolata.kabonesa@gmail.com

MAKERERE UNIVERSITY

School of Women and Gender Studies

Perceptions of Staff and Students on Access and Use of Educational Technology in Teaching and Learning at Makerere University

Consoolata Kabonesa, Ruth Nsibirano, Tito Okuumu, Aramanzan Madanda & Juma KatoMakerere University

Introduction

Acknowledgement

Contact

The use of educational technologies (ETs) is of increasing interest in universities both internationally and locally (Demps, Lincoln, & Cifuentes, 2011; Luan et al., 2005). However, in Africa use of ETs is slow compared to developed countries. Consequently, scholars have become interested in establishing the reasons for the low usage (Luan et al., 2005).This study on (ETs) was undertaken by a multidisciplinary team in 2009 in Makerere University to establish staff perceptions, access & use from a gender perspective.

The aim of this study was to establish the influence of gender on perceptions, access to and use of ETs in Makerere University, among academic staff and students. Specific Objectives were: to establish the perceptions of Makerere University staff and students on ETs by gender; to analyse gender differences in the levels of access to ETs; to analyse the gender differences in utilization of ET in teaching and learning and to examine the gender implications of the integration of the new educational technologies in Makerere University.

Key Results Perceptions

Methodology

Staff Access to Educational Technologies

The study adopted a cross sectional research design and employed both qualitative and quantitative methods of data collection. Using a multi stage cluster sampling technique, a sample of 218 staff and 238 students were selected to participate in the survey. Purposive sampling was used to select ten non academic staff to participate as key informants (KIs). In addition, one focus group discussion was organized for academic staff and three for students (1 female, 1 male & 1 mixed sex). Quantitative data was collected at three levels : survey for 218 Academic staff, 7 none Academic staff and 236 students.

Participating units in the study were grouped into 3 i.e. Education with School of Education, Institute of Adult and Continuing Education; Science with Faculty of Agriculture, Faculty of Technology, Faculty of Science, Faculty of Computing and Information Technology and Faculty of forestry as well as Humanities and Social Sciences with Faculty of Social Sciences and Faculty

Partnership for Higher Education in Africa, Educational Technologies Initiative (PHEA-ETI) AND The facilitators from South African Institute for Distance Education (SAIDE) and the Centre for Educational Technology (CET) are acknowledged.

Both staff and students

Understand ETs as learning technologies that facilitate learning .

Perceive ETs as useful

perceive the use of ETs to have potential to improve learning experiences especially through the benefit of better and easier access to information.

Gender differences exist in access to ET with male staff showing better access opportunities than their female counterparts.

Not all Staff have the skills to use ETs in teaching

Female students more than the males are more dependant on university computers for access.

Perceive computer to user ratio and Conclusion skills as challenges to use

ConclusionThe university should consciously promote adoption of ETs within context. Class size, nature of the course, ET needs and capabilities of both teachers and students issues should be considered

Contact: email-consolata.kabonesa@gmail.com

Study Objectives

Getting Computer Uptake High:The Influence of University Students’ Gender SymbolismRuth Nsibirano & Consolata Kabonesa

School of Women and Gender studies, Makerere University

IntroductionComputers are increasingly promoted as an everyday resource in university education(Guclu, 2010; Mahmood, 2009). However, little thought is normally given to why andhow students will, or will not, use them. Knowing that we are gendered, males and females have different interests, experiences and aspirations. We thus hypothesized that : “gender influences what, how and why we make certain choices. Gender Symbolism applies to how symbols are interpreted and meanings created and assigned to them .

ObjectivesConsequently an interrogation of how “gender symbolism” influences computer uptake among university students was done. Four study questions were asked: What perceptions and meanings do students have relating to computer? How are meanings formulated, shared and attached to computer uptake? How gendered is the manifestation of computer meaning? How do students’ meanings, as they relate to computer, influence their uptake?

Materials and MethodsA mixed method Research (MMR) approach with an explanatory sequential design was adopted . Qualitative and quantitative methods were used on a complementary basis to explain computer uptake in Makerere University (Mak) and Uganda Christian University (UCU). The study focused on male and female undergraduate students in the two universities.

Data Collection Method

Number of Males Number of Females Mixed FGD Totals

UCU Mak UCU Mak UCU Mak

Survey 42 89 37 76 - - 244

FGD 1 1 1 1 1 1 6

Non student KI 4 5 3 2 - - 14

Student In-depth Interviews (SIIs)

2 1 2 1 - - 6

Thanks are due to: The then Faculty of Social Sciences for the Tuition Waiver; Makerere University, through the Directorate of Graduate Research and Training, for the Internally Generated Funds that facilitated data collection, Dr. Consolata Kabonesa, the supervisor, External and Internal examiners plus the many wonderful individuals that reviewed the drafts.

Acknowledgments

Students at Mak attend a Face to face lecture

Under Utilised Computer Facility, UCU

Under Utilised computer Facility, Mak

Female student demonstrates,

0

10

20

30

40

50

60

Male

Female

0 5 10 15

Activity

Typing C/W

Academic information

Burning CDs

Personal Information

Skills development

Games

Presentations

Priority Scale

Activ

ities

for c

ompu

ter u

se

Activity Priorities whenever needed by sex

Priority Female

Priority Male

Students daily Use Activities by Gender

Findings show a Complex & dynamic model on GS & uptake

4/16/2015 35

None Interaction

Other influences: INFRASTRUCTURE,

POLICY Experience/(s)•Gendered & Context related, skills cross pollination

Students Perceptions

UPTAKE•Varied levels, different /similar•None uptake

Gender Symbolism(Meanings)

Interaction (Pc, content & Other)

ResultsFindings revealed that : a computer has three meanings- as an academic tool; a resource tool and a personal tool. Academic use is limited to certain times, while other uses are non limited. By implication students experience non academic usage more and so perceive it more positively as useful. Skills for the non uses are better shared- “Skills Cross pollination”. Findings support the thesis that meaning greatly influences the way students use university computers. However, other factors that affect access like limited skills development basically through limited computer ownership, students to computerratios in the university, status of ICT infrastructure, gendered personality, stereotypes indirectly influence computer usage differently between male and female students. In short therefore, students’ use of computer is hinged on successful experiences drawn from their interaction with teachers, each other , content within the digital environment (the computer). See below

Student

Content Teacher

Technology (Computer)

Conclusions

Contact:

University students’ perceptions arise out of their experience with computers. Students create meaning through formal or informal ways. As the context of the interaction changes so do the meanings. Created meanings can be modified through the experiences of use, or are acted upon by other factors like gender, personal interest, skills, course requirements to produce demands and values which sometimes are similar or different within gender or between the two genders. Thus, the process of gender symbolism ex-plains uptake in an interesting and complex way. To ensure gender inclusive uptake and promotion of academic usage which currently is limited only to the academic peak periods, an experience that does not sustain life long learning nor stimulate academic curiosity among student, the university should increase academic activities for the students. This will enhance academic interaction, promote positive perceptions about academic experience and thus high computer usage.

email: rnsibirano@chuss.mak.ac.ug; ckabonesa@chuss.mak.ac.ug