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Promoting Digital Literacy in African Education

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Promoting Digital Literacy in African Education Promoting Digital Literacy in African Education: ICT Innovations in a Ugandan Primary Teachers’ College by Samuel Andema B.A., Makerere University, 1997 M.A., University of British Columbia, 2009 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language & Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) July, 2014 © Samuel Andema, 2014 Abstract This research entitled “Promoting digital literacy in African education: ICT innovations in a Ugandan primary teachers’ college” was guided by two research questions: (1) What role can digital technology and digital literacy play in improving teacher education in a rural Ugandan primary teacher’s college? (2) How has ICT policy impacted curriculum development in Ugandan education and classroom practice in two rural Ugandan primary schools? It took the form of a qualitative case study in which data were collected using classroom observations, individual interviews, focus group discussions, semi- structured questionnaires, artefacts and document analyses. Findings of the study suggest that technology has a major role to play in improving teacher education in a rural Ugandan primary teachers’ college. These included: enhancing the tutors’ identities; increasing the tutors’ resourcefulness; promoting team work among the tutors; promoting the integration of the local with the global to facilitate teaching and learning; and promoting teamwork and team spirit among the tutors. Further, the study found that the ICT policy had positively impacted curriculum development and classroom practices in the two rural Ugandan primary schools. However, the study revealed that the positive impact of ICT policy on curriculum development and classroom practices were being undermined by multiple factors, including: fragile ICT infrastructure in the villages; inadequate supply of electricity; lack of access to the Internet; and inadequate digital literacy skills among teachers. It therefore concludes that government should take appropriate measures to address these challenges for digital literacy to sustainably take root in Ugandan education. Further studies will need to be carried out to identify appropriate strategies through which these challenges can be addressed in order to achieve meaningful educational change in Uganda. ii Preface This dissertation is an original intellectual product of the author, S. Andema. The fieldwork reported in Chapters 4 and 5 was covered by UBC Ethics Certificate number H11-01099. iii Table of Contents Abstract ........................................................................................................................................... ii Preface ............................................................................................................................................ iii Table of Contents ............................................................................................................................ iv List of Tables ................................................................................................................................. viii List of Figures .................................................................................................................................. ix List of Acronyms ............................................................................................................................... x Acknowledgements ......................................................................................................................... xi Dedication ...................................................................................................................................... xii Chapter 1: Introduction .................................................................................................................... 1 1.1 Background to the Study .................................................................................................................. 1 1.2 Problem Statement .......................................................................................................................... 4 1.3 Purpose of the Study and Research Questions .................................................................................. 5 1.4 Significance of the Study .................................................................................................................. 6 Chapter 2: Literature Review .......................................................................................................... 10 2.1 Introduction ................................................................................................................................... 10 2.2 Theoretical Framework .................................................................................................................. 10 2.3 Theory and Research: The New Literacy Studies and New Literacies ............................................... 10 2.4 Theory and Research: Language and Identity .................................................................................. 19 2.5 Theory and Research: Funds of Knowledge ..................................................................................... 20 2.6 The Traditional Lugbara Sociocultural Practices .............................................................................. 27 2.7 The Lugbara Encounter with Western Civilization and Formal Education ........................................ 32 2.8 Review of the Related Literature on ICT and Educational Change ................................................... 38 2.8.1 ICT, digital literacy, and educational change ............................................................................ 38 2.8.2 ICT and digital literacy in African educational contexts ............................................................ 41 2.8.3 Perspectives on the failure of ICT integration to take root in African education ....................... 45 2.8.4 ICT and digital literacy in Ugandan education .......................................................................... 52 2.9 Chapter Summary .......................................................................................................................... 60 Chapter 3: Research Design and Methodology ................................................................................ 61 3.1 Introduction ................................................................................................................................... 61 3.2 Case Study Research ....................................................................................................................... 62 3.3 Research Context ........................................................................................................................... 63 3.4 Site and Sample Selection .............................................................................................................. 66 3.4.1 Research sites ......................................................................................................................... 66 3.4.2 Research participants .............................................................................................................. 71 3.5 Methods of Data Collection ............................................................................................................ 74 3.5.1 Key informant interviews. ....................................................................................................... 74 3.5.1.1 National experts .................................................................................................................................... 74 3.5.1.2 Local educational experts ..................................................................................................................... 75 3.5.1.3 Focus group with cultural leaders ......................................................................................................... 75 3.5.2 Questionnaires ........................................................................................................................ 76 3.5.2.1 Tutor questionnaire .............................................................................................................................. 76 3.5.2.2 Teacher questionnaires ......................................................................................................................... 77 iv 3.5.3 Focus group meetings with core research participants ............................................................ 77 3.5.4 Lesson observations ................................................................................................................ 78 3.5.4.1 In-class oBservations ............................................................................................................. 78 3.5.4.2 Post-lesson interviews ........................................................................................................... 79 3.5.5 Analysis of documents and artefacts ....................................................................................... 79 3.5.6 Workshops .............................................................................................................................. 80 3.5.6.1 Workshop at the Ministry of Education and Sports .............................................................................. 80 3.5.6.2 Community workshop in Arua .............................................................................................................
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