文章基本信息

标题：Digital literacy in Ugandan teacher education: Insights from a case study
本地全文：下载
作者：Samuel Andema ; Maureen Kendrick ; Bonny Norton 等
期刊名称：Reading & Writing
印刷版ISSN：2079-8245
电子版ISSN：2308-1422
出版年度：2013
卷号：4
期号：1
页码：8-15
DOI：10.4102/rw.v4i1.27
出版社：AOSIS
摘要：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.
关键词：Primary teacher education; digital literacy