Educator’s perspectives on use of video technology
- 1. By Mbarebaki Winnie Bataringaya & Stephen Ndawula Kyambogo University
- 2. The use of video technology in teaching can be traced way back in the 1940’s when filmstrips were first studied during World War II as a training tool for soldiers (Hovland, Lumsdaine & Sheffield, 2009). This technology in education has been gradually improving since early 1950s and 1960s (Marshall, 2014), with improvement in the use of cassette recorded videos, television and computer age. Today video technology has improved to include CD/DVDs, on-line videos such as YouTube and video conferencing.
- 3. Due to forces of globalised education, African countries, Uganda inclusive are joining the foot steps of the developed world to have VT slowly integrated into education and particularly in early years education (KCCA Education Department, 2014). This min study therefore sought to find out how far pre-primary schools in Kampala, Central division have embarrassed CD/DVD Video technologies for reading lessons and educators opinions in this respect
- 4. This study was guided by Gardner (2006)’s Multiple Intelligences theory and John Bransford (1990)’s Anchored Instruction theory Gardner’s theory suggests that the manner in which subject matter is conveyed will influence individuals’ ability to learn, taking the different learner intelligences into account Therefore, the teacher has to explore different technologies to cause instruction and learning, which invokes the anchored instruction theory
- 5. Anchored instruction is a technology-based learning approach which stresses the importance of placing learning within a meaningful, problem- solving context. In this respect, the theory of multiple intelligence and the anchored instruction theory suggest a major paradigm for technology-based learning especially for elementary reading studies in pre- primary schools.
- 6. Much as CD/DVD video technology is gaining momentum in pre-primary education in Uganda, information regarding the extent of its adoption and effect on reading is very scanty. Therefore, in preparation for a more comprehensive study on the effect this technology on reading, this min-study sought to find out how far the CD/DVD technology has been adopted, and to seek for educators opinions on its effects in pre-primary school of Kampala Central Division
- 7. The purpose of this study is to establish situational and contextual conditions which could favor carrying out an intensive study on the “Effect of using CD/DVD video technology for teaching of reading in pre-primary classes’’
- 8. To establish whether CD/DVD video technology is being used for teaching of reading in Kampala central Division preprimary classes To establish educators perspectives on the effect of using CD/DVD video technology for teaching of reading in preprimary classes
- 9. Do teachers employ CD/DVD video technology for teaching of reading in preprimary classes? What are educators perspectives on the effect of using CD/DVD video technology for teaching of reading in preprimary classes?
- 10. To the Parents of children in Kindergarten and pre- primary schools, findings of this study could guide their decisions regarding buying and using reading CD/DVDs for their children. Findings of this study could also provide key information to teachers, especially those teaching reading on regarding utilization CD-ROM/DVDs for teaching learning purposes To the school Administrators, findings could provide a basis upon which to encourage and motivate teachers to use CD/DVD video technology in teaching reading to children in pre-primary schools.
- 11. The study employed both qualitative and quantitative research methods It was a cross section survey
- 12. The study population for this study were administrators and teachers in pre-primary schools in the central division of Kampala district A total of 13 administrators were purposively sampled and 23 teachers were randomly sampled using a simple random sampling method . .
- 13. . . Self-administered questionnaires and interview guides were employed to collect educators opinions and perspectives on employing CD/DVD video technology to enhance teaching of reading in preprimary classes
- 14. . . Majority 58% of respondents reported using CDs/DVDs in their schools for reading classes in preprimary schools Majority of respondents (72%) believed that use of CDs and DVDs motivates pupils to be active in reading classes and enhance recalling of previous work covered Majority 53% believe that once CDs/DVDs are fully adopted, pupils could read on their own even at home
- 15. Majority 62% of respondents emphasized that CDs/DVDs could go along way saving teachers’ preparation and lesson presentation time Majority of respondents (64%) were in favor of integrating CD/DVDs in reading classes for preprimary.
- 16. CD/DVD video technology is being used in conducting reading for pre-primary classes in Kampala Central Division Both administrators and classroom teachers are positive towards employing of CD/DVDs to enhance reading in pre-primary classes
- 17. Hovland, C.I., Lumsdaine, A.A. & Sheffield, F.D. (2009). Experiments on mass communication. Princeton, NJ: Princeton University Press. Kaahwa, J. (2013). Use of Computers in Uganda Schools. Makerere University, College of Education and External Studies, Kampala: Uganda. Marshall, M. (2014). Learning with technology: Evidence that technology can, and does, support learning. KCCA, Education department, 2014
- 18. We are thankful to the administration of the following visited schools for having allowed our research activities:- Aga Khan Kindergarten Kitante Kindergarten Alpha Kindergarten Kid Care Kindergarten