Information communication technology and learning at Kampala International University

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Kampala International University,College of Education
This study investigated ICT and learning at KIU. This was after the realisation that ICTs play a major role in Ur~iversity education. lCTs facilitate an individual to access education and learning information from anywhere any time (e.g., by single click on the keypad after the emergence of the mobile computers, mobile phones and web technologies). The study specifically sought to achieve the following objectives: to establish the types of lCTs used for learning at KIU; to examine the role of ICTs learning at KIU; and to find out the challenges faced using ICTs in learning at KIU. The study design took the form of a case study design and purposive sampling in which the data sought were qualitative. A sample of 50 respondents was selected for the study. The data were collected using interviews and observations [for primary data] and documents analysis [for secondary data]. Data were qualitatively analysed by the literal description, narration and quoting in verbatim. This was followed by content analysis in order to make conclusions with great authenticity. The study established that the types of ICTs used for learning at KIU included: Internet, telephone and mass media [TV, radio and newspapers]. Further, the study found out that the role of ICTs in learning at KIU included: provision of information, medium for advertising and marketing, customer- management relations and growth of c-tourism. The study also established that the challenges faced using ICTs in learning at KIU included: the infrastructural bottlenecks in ICTs and the lack of knowhow and capacity in ICT training. The study concludes by noting that traditional [radio, TV and newspapers] and modern forms of ICTs [Internet and cell phone] are both widely used in learning at KIU. The traditional ICTs [though outdated] will for some years continue to be important in learning at KIU not until the ICTs limitations such as ICT illiteracy, poverty, lack of adequate facilities and limited knowhow and capacity in ICTs are overcome. The study also notes that ICTs [Internet and mobile phone] have enhanced a level of collaboration between learners and between learners and educators. The web service discovery has enabled the identification of alternatives and the value for money and time. This has enabled learning and education packages to be constructed and greater customization of education services. The study also concludes by noting that ICT gaps must be x bridged. The integration of lCTs in learning is significant even with the limitations of las infrastructure and personnel. The new las have a complementary function in learning. Their benefits enable learning to be fir much easier and interesting buildings competitiveness. The study recommends that stakeholders must put in place conditions that make ICTs readily accessed (e.g., through radios, TVs, Internet and libraries) so as to demystify las. The study also calls fbr the regular update of las with new information and fresh deals for the sites to get noticed by the wider client base. Thus, universities must continue to attract learners by using las through online text, sophisticated images, videos, virtual education and it should be easily accessible in mobile devices and in newer applications. Lastly, the study recommends the need for a strategic approach to integrate ICTs with learning by making it more accessible, affordable and efficient as well as training manpower and building capacity in e-learning.
A dissertation submitted in partial fulfillment of the requirements for the Award of the degree of bachelor of Arts with education of Kampala International University
Technology, Infomation, communication, Kampala International University