TEACHERS’ TECHNOLOGICAL KNOWLEDGE IN TEACHING AND LEARNING: A CASE OF SELECTED SCHOOLS IN LUWEERO DISTRICT
Abstract
Purpose of Study: The study examined teachers’ technological knowledge in teaching and learning in selected secondary schools in Luweero District, to establish how teachers’ preparedness to use Information and Communication Technology (ICT) influences the teaching–learning process.
Problem Statement: In Uganda, the government has demonstrated commitment to ICT integration through initiatives such as the National ICT Policy for Education (2004) and the Education Digital Agenda Strategy (2021–2025). Despite these efforts, national education statistics indicate that ICT use in teaching and learning remains limited. Recent reports show that only about 41% of schools nationally and approximately 37.8% of schools in Luweero District effectively use ICT for instructional purposes. Challenges such as inadequate digital infrastructure, limited internet connectivity, insufficient teacher training, and low technological confidence persist, particularly in rural districts. Consequently, teachers in many secondary schools in Luweero District appear inadequately prepared to integrate ICT into teaching and learning processes. This situation threatens the attainment of national education goals related to digital learning and quality education.
Methodology: The study adopted a cross-sectional survey design, involving 75 teachers drawn from both public and private secondary schools. Data was collected using a structured questionnaire comprising closed-ended items measured on a five-point Likert scale, complemented by key informant interviews to enrich quantitative findings. Data analysis employed descriptive statistics, including frequencies and percentages. In addition, Pearson correlation analysis was used to establish the nature and the strength of the association between technological knowledge and teaching–learning processes, while linear regression analysis determined the predictive effect of teachers’ technological knowledge on learning processes.
Result: The findings revealed a strong and statistically significant positive relationship between teachers’ technological knowledge and teaching–learning processes (r = 0.662, p < 0.01). Regression results further indicated that teachers’ technological knowledge significantly predicts effective learning processes in the selected schools.
Conclusion: Teachers’ technological knowledge is a critical determinant of effective ICT-supported teaching and learning in secondary schools in Luweero District.
Recommendation: Schools and education authorities prioritize continuous ICT-focused professional development, strengthen access to digital teaching resources, and promote learner centered pedagogical approaches supported by technology to enhance teaching and learning outcomes.
Keywords: Technological, Pedagogical, Teaching and Learning, Content, Knowledge
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