Information communication technology (ICT) and the teaching — learning process a selection of six secondary schools in Mbale District, Uganda

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Kampala International University. College of Education,
Information Communication Technology (ICT) and the Teaching — Learning process, the topic of study, are bed partners requiring an extensive study, premised on three contexts: ICT as a pedagogical foundation, ICZT as a learning environment and ICT as a paradigm shift. The drive towards greater use of technology in education is aimed at modernizing schools and equipping the learners of today with skills that will make them able to use such technology in the workplace once they leave school. Any change in the teaching pedagogy should be supplemented by process management and connected to a realistic vision. This means schools should experiment within given boundaries. The population that was used for study was that of senior two students and this provided the relative sample sizes. An hypothesis “there is no difference between ICT — Integrated methodology and the traditional handicraft approach” resulted in the use of the t-test. Comparisons of different groups’ yielded different results at given levels of significance. While other interventions have been known to have a higher effect size ( Feedback 1.13, prior ability 1.04, instructional quality 1.00, direct instruction 0.82) than class environment (at 0.56) of which ICT is part, by and large ICT — integrated teaching and learning provides benefits that arise from its embodiment and inclusion of most of the high performances. There is a need to go beyond pure observations and evaluate more concretely school contexts, learning situations and teaching processes to show under which circumstances ICT based activities can enhance learning and improve skills. This requires some degree of qualitative interpretation, in order to evaluate the causes of impact which have been observed. While it is not possible, strictly speaking, to develop a framework for judging the impact on learning environments it may be possible to describe the ways in which ICT could be contributing to the development of constructivist learning environments.
A thesis dissertation presented to the school of postgraduate studies and research\ Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the degree master of arts in educational management and administration
Information communication technology, Teaching