Usability of Computers in Teaching and Learning at Tertiary-Level Institutions in Uganda

Abstract

Since a computer-enriched learning environment is positively correlated with users' attitudes towards computers in general, the rationale of this study was to investigate the extent to which computers were applied in the teaching and learning at tertiary-level institutions; specifically at the Core Primary Teachers' Colleges (PTCs). The study accordingly set out to examine this duofold ideal at Shimoni and Kibuli Core PTCs; both in Kampala District in Uganda. The specific objectives were to find out the level to which computers have been integrated in teaching and leaning at PTCs and to determine the competency of both the tutors and the students in the use of information and communication technology (ICT). Both categories served as respondents to whom a questionnaire was subjected. Findings indicated that although computers were generally being integrated in the teaching process, there was need for more guidance and support to ensure expertise of both tutors and students in the use of ICT. This article is cognizant that integration of technology requires a move from the traditional model of teacher presentation to a learning model whereby students draw information relevant to their future profession.

Assessing Digital Competence in Higher Education: A Gender Analysis of DigComp 2.1 Framework in Uganda

“…For nearly a decade, research [4]- [7] in Uganda consistently demonstrated a disparity between classroom educational technology and individuals' competency in utilising these technologies within education programs. These studies indicate that digital technology is underutilised in Uganda's education programs, and many people lack the necessary digital skills to effectively employ available digital resources as instructional or learning tools [8].…”