Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda
Bibliographic Data
| ID | 22042162 |
|---|---|
| Authors | Israel Kibirige (0000-0002-6908-2361, University of Limpopo, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Pages | 382 |
| Publication date | 2023-04-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13040382 |
| OpenAlex | W4365146794 |
| Language | EN |
| Citations received | 5 |
| References cited | 27 |
Information and communication, technology (ICT) has become a necessary tool in education post-COVID-19 pandemic. However, integrating ICT into teaching and learning has been a daunting challenge in many developing countries, such as Uganda. This qualitative case study investigated the challenges that primary school teachers face in implementing ICT in teaching science, technology, engineering, and mathematics (STEM) subjects in Uganda. The study found various challenges divided into three categories: infrastructure and internet connectivity; individual factors and administrative support; and curriculum and learner support materials. A significant obstacle was the lack of computer access, internet connectivity, and ICT textbooks. Additionally, teachers lacked the ICT skills necessary to integrate technology into their teaching methods, and administrative support was insufficient. The identified challenges in this study will require a multi-pronged approach that includes increasing investment in infrastructure, providing training and support to teachers, and developing relevant and appropriate ICT curriculum materials. In conclusion, this study highlights the challenges that primary school teachers face in implementing ICT in teaching STEM subjects in Uganda. By addressing the identified challenges, policymakers and stakeholders can take steps towards improving ICT integration in primary school education and bridging the digital divide in Uganda and other developing countries
Curriculum · Digital divide · Information and Communications Technology · Mathematics education · Pedagogy · Political science · Sociology · The Internet · Computer Science · Digital literacy in education · Educational Games and Gamification · Psychology · Technology-Enhanced Education Studies
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Technology-supported problem-based learning in mathematics education for pre-service teachers
GeoGebra-supported problem-based learning for in-service primary mathematics teachers’ 3D geometry understanding in a core primary teachers’ college in Uganda
From Planning to Practice
Modeling the Effects of Interrelations Among External Support and Internal Factors on Teachers’ ICT Integration Ability in Less Developed Areas of China
“I’m not against online teaching, but what about us?”
Technological Pedagogical Content Knowledge
Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs
Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students
Teachers’ exposure to professional development and the quality of their instructional technology use
All the same or different? Revisiting measures of teachers' technology acceptance
Variability of teachers’ technology integration in the classroom
Quality over frequency in using digital technology
“Development and validation of the Icap Technology Scale to measure how teachers integrate technology into learning activities”
Investigating English Language Teachers in Developing Tpack and Multimodal Literacy
The growing digital divide in education among primary and secondary children during the Covid-19 pandemic
Creating next generation blended learning environments using mixed reality, Video Games and Simulations
Qualitative Analysis for Social Scientists
Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs
Digital divide research, achievements and shortcomings
Interviewing as a Vehicle for Theoretical Sampling in Grounded Theory
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |