research consultancy
EFFECT OF COMPUTER SOFTWARE KNOWLEDGE OF TEACHERS ON TEACHING FINE ART IN SECONDARY SCHOOLS: A CASE OF
MUBENDE SECONDARY SCHOOLS.
CHAPTER ONE:
1.0 Introduction
This chapter will cover the background of the study, purpose of the study, research questions, and scope of the study, significance of the study and definition of terms.
1.1 Background
In recent years, bridging the technological divide between developing and developed countries has been a source of much debate, policy, and funding initiatives (Kozma, 2008). In education, the rationale for governments to introduce and use computers, the Internet, and other digital technologies in schools can be classified in three groups. The first group embraces an economic standpoint, pointing to the information and communication technology (ICT) sector’s economic potential and the need to have and computer skilled workforce to improve productivity (Kozma, 2011). Others take a social stance, arguing that ICT is an essential tool for participation in an information society.1 The educational rationale views ICT as a Trojan Horse, or a catalyst that can improve students’ learning outcomes (McDonald 2012), and deliver a new set of competencies, both technological and higher-order, that students must learn as a core part of the secondary school curriculum (Anderson, 2008).
According to Hennessy,et al (2010) teacher’s factors influencing Classroom teaching of ICT in Sub-Saharan Africa(SSA) -Recent research shows that new digital technologies in SSA have the potential to revolutionize the quality of subject teaching and learning when carefully integrated into the classroom. The role of the teacher is utterly critical here. Yet a primary barrier to teachers‟ readiness and confidence in using ICT, despite general enthusiasm and belief in benefits for learners, is their lack of relevant preparation, either initially or in-service. Research indicates that, until recently, training opportunities have remained limited in availability and inconsistent in quality. This has resulted in demonstrably low proficiency in among teachers in teaching using ICT, and a general lack of knowledge about the software technology that they can use to teach children in teaching and learning.
There are some recent examples of successful practice in developing ICT use in SSA schools through its integration in teacher education. However, according to Unwin (2015), provision has often been characterised by “well intentioned, but misplaced, supply-driven initiatives‟ across the continent to provide teachers and students with ICT skills. These have proved “wasteful and inappropriate‟, with limited impact. Moreover, the recent global economic downturn has amplified the shortage of public funds to devote to the already expensive business of training teachers to use ICT (Commonwealth of Learning, 2004). Increasingly, large school classes and the designation of ICT as a discrete subject, lead to a dire lack of subject teachers trained to integrate technology into learning in their areas. These are fundamental challenges to be overcome before ICT capacity building can become a reality in African education.
In developing countries like Uganda, very few teachers have been trained over the recent years in how to use computers to teach students in secondary schools in various subjects (Azman, 2005). Thus, many secondary schools in Uganda that have computers employ IT personnel who are not trained teachers to teach computer in their school. Its these it personnel who use computers, notebooks, LCD projectors and software to teacher teach computer lessons to students in classrooms. Still many schools in Uganda have rooms specially equipped with computers for students to attend computer classes. Therefore, this study intends to examine the effect of computer software knowledge on teaching of fine art in secondary schools in Mubende District.
Research Problem
Use of Computers in teaching of students in schools is believed to have a significant boost in enhancing student’s computer skills especially in secondary schools. However, the problem is that many secondary schools in rural districts like mubende are not well equipped with enough computers to accommodate the high population of students in their schools. The situation is worsened by the fact that most teachers lack the necessary skills to teach students using computer in their respective subjects. Fine art is one of those teaching disciplines that require computer aid to produce good artwork. However most fine art teachers in Uganda, Mubende in particular lack the knowledge and skills to teach fine art in their respective schools which is why this study intends examine the effect of computer software knowledge of teachers on teaching fine art in secondary schools in Mubende District.
Specific objectives
- To assess the effect of computer software knowledge of teachers on teaching fine art in secondary schools Mubende district
- To establish the effect of computer infrastructure on teaching of fine art in secondary schools in Mubende district
- To examine the influence of computer knowledge and skills among fine art teachers on teaching fine art in secondary schools in Mubende district.
Research questions
- What is the effect of computer software knowledge of teachers on teaching fine art in secondary schools in Mubende District?
- What is the effect of computer infrastructure on teaching of fine art in secondary schools in Mubende district?
- What is the influence of computer knowledge and skills among fine art teachers on teaching fine art in secondary schools in Mubende district?
The study will be of great significance to the policy makers, key stake holders, both in ministry of education and other government agencies like government parastatals and public service.
The study will help policy makers understand why its necessary to train fine art teachers in their different schools and how to overcome the problem of using application and operating software to teach fine art.
The study will provide information to the future academicians on the influence of systems software like application and operating software and their relevance on the achievement of teaching fine art in secondary schools.
1.10 Justification of the study
The study was carried out because of the following reasons; In spite of the benefits of computer software knowledge of teachers on teaching fine art in secondary schools like improved engagement. When technology is integrated into lessons, students are expected to be more interested in the subjects they are studying, improves knowledge, school retention, Encourages individual learning, Encourages collaboration, Students can learn useful life skills through technology (Kaplan, 2012).
Ugandan schools have adopted to teach computer studies with the view of enhancing better students performance in technology and other disciplines. However, fine art teachers face numerous challenge while using computer to teach fine art limiting the to properly educate their students. This therefore, prompted the researcher to investigate into the effect of computer software knowledge of teachers on teaching fine art in secondary schools in Mubende District.
The content scope of the study will concentrate on computer software knowledge of teachers on teaching fine art in secondary schools. It further expound on the effect of computer infrastructure on teaching of fine art and user knowledge and skills.
1.11.2 The geographical scope
The study will be carried out in secondary schools in Mubnde District.
1.11.3 Time scope
The period of data considered from these school will be from 2010 to 2018. This is the period when ICT was introduced in most of the school in Uganda (Sanya, 2015, 2nd November).
1.12 Operational definition of key terms
Information systems: This refers to the use of electronic systems like the computers and mobile phones to transfer information from one person to another to facilitate business transaction.
Systems software: This refers to the computer programs which are used to enable the organization manage its activities like Microsoft, excel, power point and Tally. There are both application and operating software.
Systems infrastructure: This refers to the different hard ware and software systems required for a computer program to run and to enable the organization or an individual to be able to accomplish their need in computer, such include; monitors, hard disks, modems, laptops, desktops, floppy disks, flash and memory card.
User knowledge and skills: Refers to the technical expertise required for an individual to use computer applications.
