Trial lecture - time and Place
Theoretical and practical implications when using the term “tool” to portray and analyze the use of ICT in teaching and learning contexts
The trial lecture starts 18th of March, 10.15 am
Click here to attend the trial lecture and the defence via Zoom
The Adjudication Committee
- 1st opponent Professor Lars Frers, University of South-Eastern Norway
- 2nd opponent Professor Leikny Øgrim, OsloMet
- Committee Chair Professor Greta Bjørk Gudmundsdottir, University of Oslo
Chair of defence
Head of Department Professor Tone Kvernbekk
Supervisors
- Professor Eevi Elisabeth Beck, University of Oslo
- Professor Heidi Biseth, University of South-Eastern Norway
Summary
This study was carried out with the intention of finding out how preservice teachers are taught to use ICT as a pedagogical tool to support conducive learning environments for learners with visual impairment. I used the qualitative research approach. Through this approach, I collected data using interviews, which I later analyzed thematically. The data are based on 20 participants: 16 early career teachers, two teacher educators, one participant from the curriculum-developing institution, and one from the Uganda National Association of the Blind.
The theory that guided my study is Actor Network theory (ANT). I assumed that ANT was appropriate for a study like this one that involves both human and nonhuman actors. I assumed ANT could help me extract information that could be used to conceptualize how both human and nonhuman actors are useful in teaching the use of ICT as a pedagogical tool for learners with visual impairment. The presentation, interpretation, analysis, and discussion of data that are generated by themes are discussed with the guidance of the actor-network theory (ANT).
My analysis reveals three major issues. The first issue that came out prominently is that ICT is being taught to preservice teachers. Although preservice teachers are being taught ICT, it does not guarantee that they use it as a pedagogical tool. This rises from the experience that teachers use ICT while teaching learners with visual impairment, but they do not use it as a pedagogical tool. Secondly, teacher educators are engaged in preparing preservice teachers to develop skills in using ICT. Data further reveal that, although teacher educators are engaged in teaching ICT to preservice teachers, there is a need to take into account that they (preservice teachers) are taught to use ICT as a pedagogical tool for learners with visual impairment. Thirdly, my analysis shows that Ministry of Education and Sports (MoES), Ministry of Information and Communications Technology (MoICT), the Uganda National Association of the Blind (UNAB), and the primary teachers’ colleges (PTCs) are involved in teacher education at different capacities with minimal collaboration on teacher education.