TABLE OF CONTENTS
DECLARATION
DEDICATION
APPROVAL
.
iv
ACKNOWLEDGMENT v
Abstract ix
CHARPTER ONE 1
1.0 Introduction 1
1. lBackground to the Study 2
1.2 Statement of the Problem 3
1.3 Purpose of the Study 3
1.4 Research Objectives 4
1.5 Research Questions 4
1.6 Scope of the Study 4
1.7 Significance of the Study 4
CHARPTER TWO 5
2.0 Introduction 5
2.1 Theoretical review 5
2.1 .1 Different forms of ICT School computers coverage in global context 6
2.1.2 ICT Resources and Skills in Teaching in Class 7
2.1.3 Computers and Teacher in Classroom 8
2.1.4 Availability of Computer in urban Schools 9
2.1.5 ICT accessibility and Relationships with the Social-Economic Environment 9
2.2 limitations in implementation of ICT in Urban Schools 10
vi
CHAPTER THREE .12
METHODOLOGY 12
3.0 Introduction 12
3.1 Research Design 12
3.2 Study area 12
3.3 Study population 12
3.4 Sample size and sampling Techniques 13
3.5Data collection instruments and techniques 14
3.6Data collection procedures 14
3.7Validity and Reliability 15
3.8Data analysis and presentation 15
3.9 Ethical Consideration of the study 15
3.10 Limitations to the study 15
CHAPTER FOUR 16
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION 16
4.0 Introduction 16
4.1 Questionnaire completion rates 16
4.2 Different forms of ICT Resource in Schools 17
4.3 HOW ARE ICT USED IN URBAN SECONDARY SCHOOLS 18
4.4 CHALLENGES OF ICT IN URBAN SECONDARY SCHOOLS 20
CHARPTER FIVE 22
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 22
5.Olntroduction 22
5.1 Summary of Findings 22
5.1.1 Different forms of ICT resources 22
VII
5.1.2 How are ICT used in Urban Secondary Schools9 22
5.1.3 Challenges of ICT in Urban Secondary Schools 23
5.2 CONCLUSIONS 23
5.3 RECOMMENDATION 24
APPENDIX I 26
REFERENCE 26
Abstract This qualitative and quantitative research set out to investigate the Analysis and Implementation of ICT in urban secondary schools in Makindye division. It is a recent activity that has brought forth a lot of interest. However, there are many challenges that hinder efficient implementation of ICT including: lack of ICT laboratories, electricity, and teachers’ skills. This study explored how these challenges affect its implementation. Out of 10 public and private secondary schools in Makinclye division, 5 were sampled for the study. A total of 34 respondents were sampled through purposive and stratifIed sampling. Questionnaires and interview schedules were used as main instruments for data collection. Out of 34 questionnaires distributed, 20 were properly filled and returned. Data analysis employed descriptive statistical techniques after which the results were presented in tables supported by some discussions. The result of this study indicated that computer are not enough in urban schools, teachers are not encouraged to teach using computer, computers are not available to teachers and students, most computer lesson were assessed theoretically and lack of computer laboratory ~ were limiting the implementation of ICT Generally, computer lessons per week were not a challenge, while Qualified ICT teachers are ready to teach with ICT skills. These factors that limit the implementation ; need to be dealt with by the various stakeholders including: the Department of Education, the school management partners.
