1. Behind the Curtains: Factors Influencing the Uptake of Technology for Teaching at Makerere University
Ruth Nsibirano & Consolata Kabonesa
Introduction
A multi-site study was implemented in seven African universities
namely: University of Dar es Salaam in Tanzania; Catholic University
of Mozambique; Ibadan University and Jos University in Nigeria;
Kenyatta University in Kenya; University of Education Winneba in Ghana,
and Makerere University in Uganda. However, each of the seven universities
set out independently to establish factors that influence the uptake of
technology for teaching, learning and assessment . General research questions
were: What technologies are being used for teaching, learning and assessment in
the institutions?; How are these technologies being used?; What is the context
within which technologies are used?; Who is using the technologies?; What are the
reasons proffered for the uptake of technology?; What are the enablers of
technology uptake for teaching, learning and assessment?; What are the
constraints to technology uptake?
Materials and Methods
A cross-sectional research design was adopted, employing both
qualitative and quantitative methods of data collection : key informant
interview; observations; online and physical survey respectively Quantitative
and qualitative data were collected from the staff in Makerere University, The
survey used structured questionnaires jointly designed with the other
universities undertaking the multi-site research. The Makerere University
research team customised the collaboratively developed tools and interview
guides to suit the Makerere context. After adaptation, the instruments
were piloted and further changes embraced, such as the naming of the units,
the academic programs from which respondents were drawn,
ETs Staff use to Support Teaching, by Gender
ETs Students Mentioned as Used For Teaching by Units
Acknowledgments
Thanks are due to the Partnership for Higher Education in Africa (PHEA)
for research funds; The Centre for Educational Technology (CET) staff,
particularly Dr. Monica Mawoyo, Colleagues in the other six universities
Makerere University research team, particularly the Research Assistants
Results
Teaching enabling factors were mainly at the institutional level and included staff skills training,
and the context within which staff use the available ETs. The context was diverse, with aclosely
neat array of factors such as ease of access to ET, particularly the computers; availability of
stand-by generators to bridge the power cuts gaps; and relative ease of Internet connectivity.
Constraining factors were at institutional, technical, and personal levels. Institutional factors
included Lack of institutional support to staff efforts , dissatisfaction with remuneration, the lack
of a clear policy on rewards, appointments and promotion in relation to ET integration, Time and
accountability. Technical factors identified included the functionality and availability of the ETs.
This was crucial, as it had implications for access. Further, access to ETs, such as the Internet,
and issues around power, bandwidth and connectivity affected perceptions. Staff hated to waste
time in futile endeavours. Personal factors included: staff attitudes- some staff perceived use of
ETs in teaching as time consuming, resulting in reduced time for research, publishing, and their
economic survival, at a time of increased cost of living, against meagre salaries.Further, there
was uncertainty regarding copyright of e-content as well as job security issues. What are the
implications of ones continued relevancy to the university should there be full uptake of ET in
teaching? This was a major question in the minds of those considering the use of ETs, and a lack
of clear answers slowed the rate of uptake.
Conclusions
There are more constraining than enabling conditions in Makerere University for staff to
integrate ETs in teaching and assessment. There should be an urgent move to have
policies in place regarding:
1. Remuneration for ET use in form of “weight” towards promotion.
2. Routine repair, servicing and maintenance of ETs.
3. Sensitization on copyright and job security implications
Authors email Contacts
rnsibirano@chuss.mak.ac.ug,consolata.kabonesa@gmail.com
MAKERERE UNIVERSITY
School of Women and Gender Studies

2. Perceptions of Staff and Students on Access and Use of Educational
Technology in Teaching and Learning at Makerere University
Consoolata Kabonesa, Ruth Nsibirano, Tito Okuumu, Aramanzan Madanda & Juma Kato
Makerere University
Introduction
Acknowledgement
Contact
The use of educational technologies (ETs) is of increasing interest in
universities both internationally and locally (Demps, Lincoln, &
Cifuentes, 2011; Luan et al., 2005). However, in Africa use of ETs
is slow compared to developed countries. Consequently, scholars
have become interested in establishing the reasons for the low usage
(Luan et al., 2005).This study on (ETs) was undertaken by a
multidisciplinary team in 2009 in Makerere University
to establish staff perceptions, access & use from a gender
perspective.
The aim of this study was to establish the influence of gender on
perceptions, access to and use of ETs in Makerere University, among
academic staff and students. Specific Objectives were: to establish
the perceptions of Makerere University staff and students on ETs by
gender; to analyse gender differences in the levels of access to ETs;
to analyse the gender differences in utilization of ET in teaching
and learning and to examine the gender implications of the
integration of the new educational technologies in Makerere
University.
Key Results Perceptions
Methodology
Staff Access to Educational Technologies
The study adopted a cross sectional research design and employed both
qualitative and quantitative methods of data collection. Using a multi
stage cluster sampling technique, a sample of 218 staff and 238 students
were selected to participate in the survey. Purposive sampling was used to
select ten non academic staff to participate as key informants (KIs). In
addition, one focus group discussion was organized for academic staff and
three for students (1 female, 1 male & 1 mixed sex).
Quantitative data was collected at three levels : survey for 218 Academic
staff, 7 none Academic staff and 236 students.
Participating units in the study were grouped into 3 i.e. Education with
School of Education, Institute of Adult and Continuing Education; Science
with
Faculty of Agriculture, Faculty of Technology, Faculty of Science, Faculty of
Computing and Information Technology and Faculty of forestry as well as
Humanities and Social Sciences with Faculty of Social Sciences and Faculty
Partnership for Higher Education in Africa, Educational Technologies
Initiative (PHEA-ETI) AND The facilitators from South African
Institute for Distance Education (SAIDE) and the Centre for
Educational Technology (CET) are acknowledged.
Both staff and students
Understand ETs as learning technologies that
facilitate learning .
Perceive ETs as useful
perceive the use of ETs to have potential to improve
learning experiences especially through the benefit
of better and easier access to information.
Gender differences exist in access to ET with male
staff showing better access opportunities than their
female counterparts.
Not all Staff have the skills to use ETs in teaching
Female students more than the males are more
dependant on university computers for access.
Perceive computer to user ratio and Conclusion
skills as
challenges to use
Conclusion
The university should consciously promote adoption of ETs within
context. Class size, nature of the course, ET needs and capabilities
of both teachers and students issues should be considered
Contact: email-consolata.kabonesa@gmail.com
Study Objectives

3. Getting Computer Uptake High:The Influence of University Students’ Gender Symbolism
Ruth Nsibirano & Consolata Kabonesa
School of Women and Gender studies, Makerere University
Introduction
Computers are increasingly promoted as an everyday resource in university education
(Guclu, 2010; Mahmood, 2009). However, little thought is normally given to why and
how students will, or will not, use them. Knowing that we are gendered, males and females
have different interests, experiences and aspirations. We thus hypothesized that : “gender
influences what, how and why we make certain choices. Gender Symbolism applies to how
symbols are interpreted and meanings created and
assigned to them .
Objectives
Consequently an interrogation of how “gender symbolism” influences computer uptake among
university students was done. Four study questions were asked: What perceptions and meanings
do students have relating to computer? How are meanings formulated, shared and attached to computer
uptake? How gendered is the manifestation of computer meaning? How do students’ meanings, as they
relate to computer, influence their uptake?
Materials and Methods
A mixed method Research (MMR) approach with an explanatory sequential design was adopted .
Qualitative and quantitative methods were used on a complementary basis to explain computer uptake
in Makerere University (Mak) and Uganda Christian University (UCU). The study focused on male and
female undergraduate students in the two universities.
Data Collection
Method
Number of Males Number of Females Mixed FGD Totals
UCU Mak UCU Mak UCU Mak
Survey 42 89 37 76 - - 244
FGD 1 1 1 1 1 1 6
Non student KI 4 5 3 2 - - 14
Student In-depth
Interviews (SIIs)
2 1 2 1 - - 6
Thanks are due to: The then Faculty of Social Sciences for the Tuition Waiver; Makerere University,
through the Directorate of Graduate Research and Training, for the Internally Generated Funds that
facilitated data collection, Dr. Consolata Kabonesa, the supervisor, External and Internal examiners
plus the many wonderful individuals that reviewed the drafts.
Acknowledgments
Students at Mak attend a Face to face lecture
Under Utilised Computer Facility, UCU
Under Utilised computer Facility, Mak
Female student demonstrates,
0
10
20
30
40
50
60
Male
Female
0 5 10 15
Activity
Typing C/W
Academic information
Burning CDs
Personal Information
Skills development
Games
Presentations
Priority Scale
Activitiesforcomputeruse
Activity Priorities whenever needed by sex
Priority Female
Priority Male
Students daily Use Activities by Gender
Findings show a Complex & dynamic model on GS & uptake
4/16/2015 35
None
Interaction
Other influences:
INFRASTRUCTURE,
POLICY
Experience/(s)
•Gendered & Context
related, skills cross pollination
Students
Perceptions
UPTAKE
•Varied levels, different /similar
•None uptake
Gender Symbolism(Meanings)
Interaction (Pc,
content & Other)
Results
Findings revealed that : a computer has three meanings- as an
academic tool; a resource tool and a personal tool. Academic
use is limited to certain times, while other uses are non limited.
By implication students experience non academic usage more
and so perceive it more positively as useful. Skills for the non
uses are better shared- “Skills Cross pollination”. Findings
support the thesis that meaning greatly influences the way
students use university computers. However, other factors
that affect access like limited skills development basically
through limited computer ownership, students to computer
ratios in the university, status of ICT infrastructure, gendered
personality, stereotypes indirectly influence computer usage
differently between male and female students. In short therefore,
students’ use of computer is hinged on successful experiences
drawn from their interaction with teachers, each other , content
within the digital environment (the computer). See below
Student
Content Teacher
Technology (Computer)
Conclusions
Contact:
University students’ perceptions arise out of their experience with computers.
Students create meaning through formal or informal ways.
As the context of the interaction changes so do the meanings.
Created meanings can be modified through the experiences of use, or are acted
upon by other factors like gender, personal interest, skills, course requirements
to produce demands and values which sometimes are similar or different within
gender or between the two genders. Thus, the process of gender symbolism ex-
plains uptake in an interesting and complex way.
To ensure gender inclusive uptake and promotion of academic usage which
currently is limited only to the academic peak periods, an experience that does
not sustain life long learning nor stimulate academic curiosity among student,
the university should increase academic activities for the students. This will
enhance academic interaction, promote positive perceptions about academic
experience and thus high computer usage.
email: rnsibirano@chuss.mak.ac.ug; ckabonesa@chuss.mak.ac.ug