Browsing by Author "Ahumuza, Akiiki Emmanuel"

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    The Contribution of User involvement to ICT Up-take in National Teacher Training Colleges in Uganda: A Case of National Teachers’ College, Kaliro
    (Baraton Interdisciplinary Research Journal, 2015) Ahumuza, Akiiki Emmanuel; Okurut, David Stephen
    The study examined the relationship between user involvement and Information and Communication Technology (ICT) up-take in National Teacher Training Colleges. The study attempted, within the framework of theory of Diffusion of Innovations (Rogers, 2003), to examine ICT diffusion in National Teachers’ College, Kaliro using teaching staff as the unit of adoption. The participants stood at 94.4% male, compared to only 5.6% female. Male respondents dominated this study. This situation also obtains in the other National Teacher Training Colleges of Uganda with all having less than 10% female teaching staff. Some respondents 25.0% reported that they had had no computer training and a limited number 13.9% of the teaching staff had less than five days of training. This scenario is associated with the fact that ICT innovations in teaching are a relatively new phenomenon in teacher training in Uganda. The distribution indicates on average, limited training – an indication of a crucial predictive element in the up-take of ICT in teacher training, which demands sufficient exposure to technological innovations in the teaching/learning process. Further research may consider changing the setting, population, sampling procedures, or data collection methods in a more gender balanced institution.
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    Organizational Management Support Structures and ICT Integration in National Teacher Training Colleges in Uganda: A Case of National Teachers’ College, Kaliro
    (Baraton Interdisciplinary Research Journal, 2019) Ahumuza, Akiiki Emmanuel; Okurut, David Stephen
    The study assesses the contribution of organisational management support structures, to ICT integration at National Teachers’ College, Kaliro. The study was guided by the research question: what is the contribution of organisational management support structures to ICT integration at National Teachers’ College, Kaliro? A survey of staff based on a selected set of characteristics related to organisational management support structures, revealed that 44.4% supported the view that there was supervisory support for ICT literacy, while 38.9% agreed there is supervisory support for peer group related activities. The study, within the framework of theory of Diffusion of Innovations (Rogers, 2003), examines ICT integration in National Teachers’ College, Kaliro. The content scope of this study was limited to National teachers’ Colleges, and examined the contribution of organisational management support structures to ICT integration in National Teachers’ College, Kaliro.
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    Strengthening the Adoption of Learner- Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection and College- Based Mentorship System
    (Baraton Interdisciplinary Research Journal, 2021) Kisalama, Robert; Ahumuza, Akiiki Emmanuel; Okurut, David Stephen
    The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study, investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors. Qualitative and quantitative data were elicited using an on-line questionnaire completed by teacher- trainers (n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own experiences to propose ways of improving the system. The findings revealed that irrespective of years of experience, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-centred pedagogy. It also revealed that the opportunity for a self- reflection and collegial critique afforded by video enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teachertrainers expressed the need to broaden mentorship activities to include subject -specific pedagogic support.