Framework for Effective Deployment and Utilization of Icts in Secondary Schools in Hoima Municipality Case Study: Mandela Secondary School and St. Andrea Kaahwa’s College in Hoima Municipality

Abstract

This study aimed at developing a framework for effective deployment and utilization of ICTs in secondary schools in Hoima Municipality with focus on Mandela Secondary School and St. Andrea Kaahwa’s College. The study was guided by specific objectives of reviewing the existing ICT frameworks to determine the requirements for the proposed framework, proposing the framework for effective deployment and utilization of ICTs and validating the proposed framework. Upon review of identified ICT frameworks of Edinburgh (2012), NCCA (2007), UNESCO (2014), InfoDev (2010), Ndidde et al (2009) and Ndawula (2013), the common elements required were identified. They included the participation of the government, donors, business institutions, school administration, teachers, parents and students in fostering ICT use in schools. Using a case study research design, information was collected from 192 respondents comprising of head teachers, their deputies, Administrators, teachers and Students. Respondents were selected using purposive and systematic sampling techniques. Data was collected using questionnaires, interviews and Focus group discussions. The study used qualitatively and quantitative methods of data analysis, with the help of SPSS (version 16.0).

The findings revealed weaknesses in the implementation of aspects in the existing frameworks. The government is still limited in monitoring and evaluation of ICT programs in schools. The government has also failed to employ enough professional ICT teachers and connect internet to all schools. The government has also failed to provide enough quality computers to schools. The donors and business institutions have not had any input in fostering ICT in these schools. School administration has failed to monitor and evaluate ICT programs. Not all teachers have computers and internet skills and they don’t assign students to conduct research using computers internet. Teachers have also not developed a database to store retrieval learning materials. Parents have negative perception on computer and internet use and have not provided computers at schools and homes. Students have limited skills on computer and internet use.

A framework for effective deployment and utilization ICTs was then developed considering the shortfalls in the implementation of items in the existing frameworks. The framework comprised of stakeholders who ought to reinforce their support of ICT availability, accessibility and user-ability in schools. The study recommended that the government through its ministries of education and ICT strengthens ICT facilitation and use at schools by equitably providing enough ICT equipment, posting ICT knowledgeable teachers and connecting internet to schools. Donors and business institutions also need to reach all schools by facilitating ICT infrastructures and training ICT teachers. They also need to sensitive teachers, students and parents on the importance of computer use. School administration needs to continue lobbying for more ICT equipment, internet connection and ICT teachers. They need to frequently oversee the repair of broken equipment as well sensitizing parents and students on the necessity of computer use. They need to develop favourable policies and procedures for ICT use in their schools. They also need to monitor ICT lessons and conduct regular assessment of ICT progress in their schools. Teachers need to take initiative to study deep and to have enough ICT knowledge and Various ICT seminars and workshops should be conducted in order to change the attitude of teachers towards ICT use in teaching and learning. They need to apply learner - centred approach of teaching and store information on computers in a manner accessible by students. Students need regularly attend classes and learn how to use computer programs. They need to reduce social networking and use internet for class work. Lastly, schools should set up ICT steering committees that would be in charge of planning, maintaining, monitoring and evaluation of ICT and ensure improvement of facilities and tracking of usage by students and teachers.

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