Integrating Information and Communication Technology (ICT) into vocational pedagogy: A case of Faculty of Vocational Studies, Kyambogo University, Uganda

Abstract

This study explored the level of integration of ICTs into vocational pedagogy in programmes under the Faculty of Vocational Studies at Kyambogo University. In order to realise this goal, the specific objectives were; to establish available ICTs that can be integrated in vocational pedagogy into vocational studies at KYU; to examine how available ICTs are being integrated in vocational pedagogy for vocational studies at KYU and to trace challenges encountered in integrating ICTs in vocational pedagogy for vocational studies at KYU. The study employed a exploratory research design to generate basic knowledge on the use of ICTs for vocational pedagogy, clarified relevant issues related to the integration of ICTs for vocational pedagogy in VET. The study population was drawn from Faculty of Vocational Studies. It employed both secondary and primary data sources such as questionnaires, interview schedule, observation check list and documentary review guide. Data analysis was done with both quantitative and qualitative methods. Major findings indicated that the computer and related peripherals, including internet are most used for vocational pedagogy. From the respondents, pedagogical usage was emphatic in individual and group learning processes. Postgraduates use the tools more in educational activities as compared to the undergraduates. Concerning the integration of available ICTs for vocational pedagogy, results revealed that ICTs were most integrated in collaborative, problem and activity base learning activities. When it came to challenges, availability and accessibility of ICTs raked highest, competence especially within the relatively grown-ups, internet facilities and maintenance were stated more as the challenges. Conclusively, on availability there is need to adopt system of availing computers on loanable co-ownership terms to undergraduate students similar to that applied to the postgraduate students. This is viable option as it provides the student with full responsibility of keeping the tool and maintaining it thus reducing costs to the institution to improve accessibility and usage of ICTs in all learning activities of the students. Further, the choice of new ICTs needs to be matched by the acquisition of new pedagogical skills by both learners and mentors to support new pedagogical models that integrate ICT to improve the quality of learning in vocational education at KYU and other institutions as a whole. Vocational pedagogy learning aspects such as collaborative and activity-based learning to make learning more active and interactive especially with the use of ICTs.