New lower secondary school curriculum and technology integration at O’level, A case study of Musana vocational high school.
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Date
2024
Authors
Mugeni, Moreen
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Publisher
Busitema University
Abstract
It is commonly believed that learning is enhanced through the use of technology and that students need to develop technology skills in order to be productive members of society. For this reason, providing a high-quality education includes the expectation that teachers use educational technologies effectively in their classroom and that they teach their students to use technology in new lower secondary school curriculum. The study was organized in different views of technology integration in new lower secondary school curriculum: The knowledge teachers have on technology integration at ordinary level in new curriculum. Challenges in Technology Integration in new lower secondary school curriculum. The challenges of integrating technology in Ugandan schools are multifaceted. One significant issue is the lack of infrastructure, including insufficient access to reliable electricity and internet connectivity (Ekirikubinza & Ssempala, 2021). Many rural schools operate without the basic technological infrastructure necessary for integrating ICT into the curriculum. Additionally, the cost of acquiring and maintaining technological equipment is prohibitively high for many schools (Trucano, 2005). Teacher preparedness is another critical challenge. Many teachers in Uganda have limited experience and training in using technology for educational purposes (Hennessy, Harrison, & Wamakote, 2010). This lack of professional development opportunities hinders the effective use of technology in the classroom. Furthermore, there is often a resistance to change among educators who are accustomed to traditional teaching methods and may feel intimidated by new technologies (Unwin, 2005). Within these categories, I describe findings related to one-to-one computing initiatives, integration of open educational resources, ethical issues affecting technology use, importance of technology in education sector and ways to increase technological tools to facilitate learning, and the need for systemic educational change to fully realize technology’s potential for improving learning. From my analysis of the study in this school, I conclude that the primary benefit of current technology use in education has been to increase information access and communication. Students primarily use technology to gather, organize, analyze, and report information, but this has not dramatically improved student performance on standardized tests. This study was descriptive in nature and it included qualitative research was collected through questionnaires that were administered to students and teachers These findings will lead to the conclusion that future efforts should focus on providing students and teachers with increased access to technology along with training in pedagogically sound best practices, including more advanced approaches for technology-based assessment and adaptive Instruction in Musana vocational high school.
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Mugeni, M. (2024). New lower secondary school curriculum and technology integration at O’level, A case study of Musana vocational high school. [Undergraduate, Research report]. Busitema University.