Technology and education: ICT in Ugandan secondary schools

Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists be...

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Bibliographic Details
Published in:Education and information technologies 2013-09, Vol.18 (3), p.515-530
Main Authors: Newby, Landon S., Hite, Julie M., Hite, Steven J., Mugimu, Christopher B.
Format: Article
Language:English
Subjects:
Case studies
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Developing countries
Education
Educational Benefits
Educational Needs
Educational Resources
Educational Strategies
Educational Technology
Global economy
High schools
Information Systems Applications (incl.Internet)
Information technology
LDCs
Outcomes of Education
Research Methodology
Secondary schools
Teachers
Teaching methods
User Interfaces and Human Computer Interaction
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Summary:Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-011-9180-x