The management practices of ICT integration in the curriculum of the primary schools in Uganda

Abstract

The study investigates how ICT integration in the primary school curriculum is managed in Uganda. School management practices were conceptualized as planning, organization and coordination. The dependent variable is ICT integration. The study is a cross sectional survey using mainly quantitative data. The population comprised teachers and school head teachers in Mukono District in Uganda. Data was collected using self administered questionnaires using a likert scale. The response rate of 94.2% was sufficient to rely on the results of this study. Data was analyzed using descriptive statistical analysis, correlation analysis (Pearson Product Moment Correlation Coefficient) and multiple regression analysis to establish the causal influence of management practices on ICT integration. The major finding of this study was that planning, coordination and organization significantly impacts ICT integration. A multiple regression analysis revealed that all the management practices had a casual effect on ICT integration. Recommendations are made that the state should formulate and implement policies to schools to regulate ICT implementation and prescribe strategies to influence teachers’ attitude to ICT integration, and offer support to school management to enhance their management practices in order to manage the ICT integration process into the curriculum. In addition, based on the research, we propose that more software and hardware should be made available to schools. Further research may measure the management styles and change management strategies that may be adopted in order to successfully integrate ICT into the primary school curriculum. Such a study may be triangulated with the qualitative views from the respondents.