Integration of Information and Communication Technology in Teaching and Learning among National Teachers' Colleges in Uganda

Abstract

Teacher education institutions in Uganda, like in the world over, are faced with the challenge in training teachers who are compliant with twenty first century pedagogy that involves the integration of ICT in the teaching and learning process. The purpose of this study was therefore to investigate the level of ICT integration in the teaching and learning practices of the teacher educators among the National Teachers' Colleges in Uganda and relate it with some factors. A total population sampling technique was used to draw all the 253 teacher educators in the colleges because the total population was rather small and if some members were left out, insufficient data would have been obtained. Descriptive statistics and Pearson Correlation were used to analyze the data. The results revealed a low level of ICT integration in the teaching and learning practices of the teacher educators and a significant positive relationship between the extent of ICT integration and the teacher educators' attitudes, selfefficacy, college ICT vision, administrative support and college ICT policy. There was no significant relationship between the extent of ICT integration and technical support. The researchers recommended continuous professional development opportunities for the teacher educators, a system of peer coaching and mentorship, review of teacher education curriculum and regular support supervision in the colleges.