Adoption of technology enhanced teaching and learning innovations during covid-19 lockdown in rural Uganda.

Abstract

Teaching and learning in the 21st century has witnessed unprecedented changes, which call for the introduction of technology in the process to connect people and create interaction among them regardless of time, place and person. This study examined the level of acceptance of technology-enhanced innovations among learners and teachers in rural Tororo District during the Covid-19 lockdown. It also examined the challenges faced and garnered strategies to mitigate the challenges in future. Concurrent mixed methods design was employed. Participants in the study were 370 Senior 4 students chosen by simple random sampling to fill a questionnaire, and 4 teachers selected purposively for an interview. The results revealed a moderate level of acceptance among the learners (min = 25, Max = 125, M = 85.44, SD = 17.65). Results further revealed that the majority of learners (77.3%) had access to technology tools and the commonly used media were radios, televisions and WhatsApp platforms. Learners were faced with challenges that were teacher related, psychosocial, socio economic, management and technical in nature. The strategies included training of both teachers and learners on the use of technology, provision of technology tools, Internet connectivity and ensuring a stable power supply. Key Words: Technology, Technology enhanced learning, Teaching and learning innovations.