Use of information and communication technology in training pre service student teachers’ with visual impairment in Bishop Willis Teachers’ Training Institute, Uganda

Abstract

Information and communication technology (ICT) in education has swiftly advanced across the world. This is caused by the reforms that are taking shape in education including teacher education, special needs education and legislative provisions. To cope up with these (ICT) reforms and developments that are taking place in different sectors including education, initiatives are being set up as informed by research. In this study, the researcher explored how ICT is used in the Training of pre-service students with visual impairment (SwVI) in Teachers Training Institutes to use it as a pedagogical tool. This study was carried out in Bishop Willis Teachers’ Training Institute in Eastern Uganda. The researcher used Human Activity Assistive Technology model (HAAT) to explore how humans make use of the assistive technology (ICT) to perform an activity. The researcher used qualitative research approach with a case study design. Through this approach and design, the researcher collected data using semi structured interviews and non-formal observation. Ten (10) participants took part in the study. They included three (3) tutors and seven (7) SwVI. Data was analyzed thematically. The presentation, interpretation, analysis, and discussion of findings were backed by the Human Activity Assistive Technology (HAAT) model and the literature reviewed in chapter two. The researcher chose the relevance of HAAT in picking information that would be used in understanding how both human and nonhuman resources are useful in training SwVI to use ICTs as pedagogical tools. During and after presenting, interpreting, analyzing, and discussing the findings four major issues were exposed. The first issue that emerged from the findings was that tutors had inadequate training in the use of adapted ICT for training SwVI to use it as a pedagogical tool. Findings further showed that, although tutors are engaged in teaching/integrating ICT in their subject lessons for teaching pre-service teachers with visual impairment, there is a need to retool them (tutors) on the use of adapted ICT for persons with visual impairment. Secondly, findings revealed that the available computers did not have accessible soft wares for SwVI to make use of ICT as a pedagogical tool. The findings further indicate that those SwVI who had their personal smart phones made use of them for academic purposes. The third issue that emerged from the findings show power shortages as a barrier affecting the planned use of ICT by tutors while training SwVI. Lastly the findings show negative attitude from some SwVI in using ICT as a pedagogical tool. Recommendations made include; ministry of education and sports with other partners to invest highly in ICT for SwVI in Teachers Training Institutes, regular training of tutors on adapted ICT for persons with visual impairment and sensitizing SwVI the values of adopting ICT in education as a sector.