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| Autori principali: | , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2013
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ1187415 |
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| _version_ | 1867181789728997376 |
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| author | Andema, Samuel Kendrick, Maureen Norton, Bonny |
| author_facet | Andema, Samuel Kendrick, Maureen Norton, Bonny Andema, Samuel Kendrick, Maureen Norton, Bonny |
| collection | Education Resources Information Center |
| contents | Digital Literacy in Ugandan Teacher Education: Insights from a Case Study Andema, Samuel Kendrick, Maureen Norton, Bonny Case Studies Technological Literacy Language Teachers Teacher Educators Teacher Education Programs Urban Areas Information Technology Public Officials Public Policy Educational Change Culturally Relevant Education Instructional Materials Electronic Libraries Innovation Disadvantaged Schools Foreign Countries Educational Policy Computer Centers This case study investigated the relationship between policy and practice with regard to advances in Information and Communication Technology (ICT) in Ugandan teacher education. Our qualitative study, conducted in 2008, focused on the experiences of six language teacher educators in an urban Primary Teachers' College (PTC). We also drew on insights from an interview with the then Ugandan Minister of ICT, Doctor Ham-Mukasa Mulira and the national ICT policy. Whilst the Minister expressed the hope that technology would transform Ugandan education, our findings suggest that the success of ICT initiatives depends largely on whether local conditions support such initiatives. Despite their enthusiasm for digital technology, the participants were challenged by the expense of Internet connectivity, inadequate training, power outages, and culturally irrelevant material. We suggest that ICT policy should address teacher educators' use of digital technology across diverse sites, and that innovations such as the eGranary portable digital library might be particularly useful in poorly resourced educational institutions. |
| format | Recurso educativo Open Access |
| id | eric_EJ1187415 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Digital Literacy in Ugandan Teacher Education: Insights from a Case Study Andema, Samuel Kendrick, Maureen Norton, Bonny Case Studies Technological Literacy Language Teachers Teacher Educators Teacher Education Programs Urban Areas Information Technology Public Officials Public Policy Educational Change Culturally Relevant Education Instructional Materials Electronic Libraries Innovation Disadvantaged Schools Foreign Countries Educational Policy Computer Centers Digital Literacy in Ugandan Teacher Education: Insights from a Case Study Andema, Samuel Kendrick, Maureen Norton, Bonny Case Studies Technological Literacy Language Teachers Teacher Educators Teacher Education Programs Urban Areas Information Technology Public Officials Public Policy Educational Change Culturally Relevant Education Instructional Materials Electronic Libraries Innovation Disadvantaged Schools Foreign Countries Educational Policy Computer Centers This case study investigated the relationship between policy and practice with regard to advances in Information and Communication Technology (ICT) in Ugandan teacher education. Our qualitative study, conducted in 2008, focused on the experiences of six language teacher educators in an urban Primary Teachers' College (PTC). We also drew on insights from an interview with the then Ugandan Minister of ICT, Doctor Ham-Mukasa Mulira and the national ICT policy. Whilst the Minister expressed the hope that technology would transform Ugandan education, our findings suggest that the success of ICT initiatives depends largely on whether local conditions support such initiatives. Despite their enthusiasm for digital technology, the participants were challenged by the expense of Internet connectivity, inadequate training, power outages, and culturally irrelevant material. We suggest that ICT policy should address teacher educators' use of digital technology across diverse sites, and that innovations such as the eGranary portable digital library might be particularly useful in poorly resourced educational institutions. |
| title | Digital Literacy in Ugandan Teacher Education: Insights from a Case Study |
| topic | Case Studies Technological Literacy Language Teachers Teacher Educators Teacher Education Programs Urban Areas Information Technology Public Officials Public Policy Educational Change Culturally Relevant Education Instructional Materials Electronic Libraries Innovation Disadvantaged Schools Foreign Countries Educational Policy Computer Centers |
| url | https://eric.ed.gov/?id=EJ1187415 |