FACTORS INFLUENCING ICT USAGE AMONG MALE AND FEMALE TEACHERS IN KENYA AND UGANDA

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1 FACTORS INFLUENCING ICT USAGE AMONG MALE AND FEMALE TEACHERS IN KENYA AND UGANDA Dr. Harriet J. Kidombo, School of Continuing and Distance Education, University of Nairobi, Kenya

2 Introduction Paper analyzes the relationship between the use of ICT, measured in number of hours spent on computer per week among male and female teachers in selected schools in Kenya and Uganda. The independent variables are age, subject taught, continuing professional training and socio-cultural factors and location of the institution.

3 Introduction. The paper hinges on the premise that there are gender differences in the use of ICT among teachers. These differences are reflected in: personal characteristics, roles, responsibilities, access to resources, constraints, opportunities, needs, perceptions, views, etc.

4 Objectives of the study 1. Establish the relationship between age and ICT usage among male and female teachers 2. Examine the influence of the subject taught and ICT usage among male and female teachers 3. Explore the relationship between continuing professional training and ICT usage among male and female teachers 4. Assess the moderating effect of socio-cultural factors and location of the School on ICT usage among male and female teachers

5 Conceptual framework Teacher s Age Location of the institution Subject of teaching ICT Usage Continuing professional development Socio-cultural factors

6 Methodology Mixed method approach Qualitative and quantitative approaches Selection of subjects based on a multi-case approach as opposed to a single case study Involved twenty one (21) educational institutions in Kenya and Uganda The target population was male and female teachers.

7 Methodology..cont. 9 primary schools 9 secondary schools 3 teacher training institutions 952 teachers 462 male teachers 490 female teachers

8 Data collection instruments semi directed interviews focus group discussions Audio and video tapes, photographs Document analysis questionnaires

9 Findings quantitative analysis, descriptive analysis of data presented in percentages Qualitative analysis, presented in narratives guided by the research questions

10 ICT Usage Measured in: hours of ICT use per week by teachers for academic purposes Average ICT use in hours per week Males = 8.70 hrs out of 40 hours working hours per week Females = 7.48 hrs out of 40 working hours per week

11 ICT Use among male and femal e teachers % of working hours per week Gender Males Females

13 Age Younger male and female teachers use ICT more than older teachers have more experience with computers due to , social networking like Face book etc. Are already regular users of ICT Have greater confidence in using ICT Perceive it to be useful for their personal work and for their teaching and Have plans to extend the use of ICT further in the future, e.g. taking up new careers

14 Age cont. Collegiality among computer-using teachers encourage more use Recent graduates from Teacher Training Colleges are taught computer literacy as part of curriculum [Older teachers (> 20 years experience) or BbC (Born before Computers) suffer from technophobia] Among older teachers, male teachers use ICT more than female teachers as majority teach science subjects, mathematics and technical subjects

15 Age..cont. the fearful category represent usually older teachers for whom ICT is generally a threat and the cause of much anxiety. They represent about 50% of all teachers.

16 Extent of ICT use in various subjects Percentage responses from the institutions Rarely Subject Always some of the time never Languages none 80% 5% 15% Humanities none 50% 30% 20% Mathematics none 75% 10% 15% Sciences none 80% 10% 10% Technical subjects Computer studies 90% 10% none none 100% none none none

18 ICT Use in various subjects ICT is mostly used in teaching Languages, Technical, Science and mathematics Computer studies Least used in Humanities subjects such as history, geography and social studies

19 ICT use in various subjects..cont. National gender ratio of mathematics and science teachers is about 1:4 in Kenya and Uganda [ University admissions in the sciences are usually approx. 25% female in the science and technical subjects] Since ICT is used more in the sciences than in the humanities, hence male teachers use ICT more than female teachers for academic purposes.

20 ICT use in various subjects..cont. Male teachers receive training from suppliers of teaching software like Cyber Schools and Computers For Schools Kenya

21 Continuing Professional Training Kenya Male teachers with professional training are 40% while females are 31.69%, Uganda Male teachers with professional training are 58.56%, while females are 41.14% Total for both countries is Males= 47% Total females is = 40% Shows more male teachers have received professional training than female teachers

22 Teachers' Professional Training Frequency of training in percentage Kenya Uganda Both Countries Male Female

23 Discussion The socio-cultural and economic context reflects differential use of ICTs by men and women Different roles for males and females in society Females have triple role of domestic, productive and community responsibilities, hence longer workdays Time limitations due to dual roles Misconceptions that women are less suited to technology hence attitude problems leading to lack of interest

24 Discussion Limited disposable income by female teachers Differentials arise from structural gender inequalities in society Unequal power relations in society

25 Discussion Geographical location of institution influences use of ICT in several ways Endemic challenges of rural schools affect both male and female teachers in the same way infrastructure connectivity

26 Conclusions It is apparent that structural differences that occur at lower levels of education translate into unintended disparity among male and female teachers in ICT use Socio-cultural factors are intertwined with ICT use in schools ICT in education is a gendered terrain

27 Recommendations Educational institutions should introduce gender sensitive policies and regulations ICTs in education should be designed with women s needs in mind

28 Focus group discussions with teachers at Uthiru Girls Thank you for listening

29 Teachers in an ICT training session

30 Examinations Performance Analysis

31 Focus Group discussion at Ruaraka Academy

32 Focus Group Discussion with Teachers of St. Joseph s, Githunguri

33 Computer resources used in a school

34 Focus Group Discussion in a School

35 Pupils doing art using computers

Summary results (year 1-3)

Summary results (year 1-3) Evaluation and accountability are key issues in ensuring quality provision for all (Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school