Exploring teachers’ competence of ICT integration in teaching of economics in secondary schools in Gulu City

Abstract

This study focused on exploring Teachers’ Competence of ICT Integration in Teaching of Economics at Secondary Schools in Gulu City. The purpose of the study was to explore teachers’ competence of ICT integration in teaching of Economics in order to enhance its integration in teaching and learning process in secondary schools in Gulu City so as to benefit from the changing trends in Globalization. The study employed cross-sectional survey research design which was descriptive in nature. Data was collected using questionnaires, focused group discussion and key informant interviews to administrators from a sample population of 52 out of a target population of 60 respondents. The findings indicated that there is high level (76.93%) of integration of ICT in preparation of Economics lessons among Economics teachers in Gulu city, some teachers (66.69%) were found to be competent in integrating ICT in delivering Economics lessons. Some were able to project their lessons, use videos to enhance their teaching. Most teachers of economics (51%) were found to be able to use ICT to set assessment items, enter results of assessment in computers for onward processing, but they were not able to use automatic assessment packages. Majority of economics teachers competently use ICT, however, this cannot be over emphasized because some few teachers are still incompetent. Professional development through refresher training can make the teachers who are incompetent acquire knowledge and skills necessary to integrate ICT effectively in lesson preparation, delivery and assessment. The study recommended that the head teachers of secondary schools should encourage more integration of ICT in all the different aspects of teaching and learning including actual teaching in the classrooms, research, records keeping, assessments and evaluations and reporting of learning activities, outcomes and achievements. The government through the Ministry of Education and Sports should make deliberate efforts to formulate policy frameworks aimed at improving ICT integration in schools and empowering teachers on ICT knowledge and applications to improve classroom ICT integration. Time was a limiting factor since data collection was done during week days when teachers were busy teaching and others engaged in UNEB examination invigilation