E-learning integration in to classroom teaching can make pupils’ learning more learner-centered and participatory than the conventional teacher-centred learning approach. Regrettably, in the situation where the majority of primary schools in Uganda still use the teacher-centered approach to learning, there is paucity of studies conducted in primary schools in this regard. I set out to: (1) design a framework for ICT integration based on the factors that affect integration in primary schools in Bundibugyo, Uganda; and (2) validate the framework for integrating e-learning in primary s chools in Bundibugyo District, Uganda. The study primarily employed a cross-sectional research design. Data were gathered primarily by survey questionnaire administration and key informant interviews. Quantitative data were analyzed using SPSSv22, while qualitative data were thematically analyzed. The study shows that an appropriate framework for successful integration of ICT in primary schools emphasizes three elem ents. That is, readiness for the school administrator or policy maker, readiness for the classroom instructor and readiness for learners: The key conclusion is that, the roles of each of the aforesaid actors needs to be clearly defined if ICT integration in primary schools in Bundibugyo district is to be successful. ICT integration, ICT Integration framework, ICT in primary schools, ICT framework design, ICT in Bundibugyo, Validating ICT Framework, Validation of ICT Framework

E-learning integration in to classroom teaching can make pupils’ learning more learner-centered and participatory than the conventional teacher-centred learning approach. Regrettably, in the situation where the majority of primary schools in Uganda still use the teacher-centered approach to learning, there is paucity of studies conducted in primary schools in this regard. Accordingly, I set out to investigate the factors affecting ICT integration situation in p rimary s chools in Bundibugyo district, Uganda. The study primarily employed a cross-sectional research design. Data were gathered primarily by survey questionnaire administration and key informant interviews. Quantitative data were analyzed using SPSSv22, while qualitative data were thematically analyzed. The study shows that three primary factors affected ICT integration in primary schools in Bundibugyo District: the level of teacher preparedness, learners’ preparedness to use integrated ICT, and administrative preparedness to support integrated ICT. Inadequate funding for ICT training of staff and purchase of ICT equipment and technologies was a key underlying reason. The key conclusion is that, poor ICT readiness or a complete lack of it by teachers, learners and school administrators was affecting ICT integration in p r imary s chools in Bundibugyo district.

The purpose of this study was to investigate the factors affecting ICT Integration Situation in the Primary Schools in Bundibugyo in Uganda. The study used a cross-sectional research design with a sample size of 189 respondents (60 pupils and 129 teachers). Stratified and simple random samplings were used as sampling techniques while questionnaires and interviews were used as research instruments. The study found that the factors that are affecting the use of integrated ICT in the primary schools in Bundibugyo include lack of teacher preparedness, lack of learners‟ preparedness, and lack of administrative preparedness. The study recommended that: Teachers should be made prepared to use integrated ICT at primary school level by receiving frequent ICT related trainings. The National Curriculum Development Centre (NCDC) should ensure that the approach is incorporated in the curriculum. The learners should be mentally prepared and gradually introduced to use integrated ICT so that they can grasp the content progressively without getting discouraged or frustrated with the ICT-enhanced learning process. Finally, the school administrators should support learners by providing ICT-related books in the library so that the learners can make further discoveries. Similarly, the school administrators and Primary Teacher Association (PTA) members to ICT technical experts in their schools to provide technical assistance such as repair, installation, maintenance, technical advice to teachers and learners.

The study aimed at ICT Knowledge and Adoption of ICT on the performance of Sacco’s in Kenya and it was guided by the following objectives; To establish the influence of facilitating conditions on organizational performance: a perspective of Uganda breweries, to investigate the relationship between performance expectancy and organizational performance: a perspective of Uganda breweries and to assess the relationship between effect of effort expectancy and organizational performance: a perspective of Uganda breweries. This study was employing a mixed methods approach incorporating both qualitative and quantitative research techniques to explore the relationship between ICT knowledge and adoption levels among SACCO managers and employees, and the financial and operational performance of their cooperatives (Creswell & Clark, 2017). First, primary data was be collected through structured questionnaires administered to a sample size of 200 SACCO managers drawn from 185 randomly selected SACCOs across 5 counties in Kenya representing both rural and urban areas. The figure of 0.961 indicated that, 96.1% of the organisation performance in Uganda Breweries limited was influenced by Drivers of ICT acceptance. The remaining 3.9% of organisation performance was influenced by other factors such as Political environment, Government policy and Organization policy respectively. This thus indicated that there was a significant strong positive relationship between drivers of ICT acceptance and organisation performance in Uganda Breweries Limited.

The study assessed the influence of ICT performance expectancy on teachers’ performance in selected secondary schools in Kampala Capital City Authority, Kampala District, Uganda. It employed a cross-sectional research design. The Crosssectional design allowed for the study of the population at one specific time and the difference between the individual groups within the population to be compared. The sample size was 103. The researcher used simple random sampling to select the teachers from the human resource book. The study employed a questionnaire as a tool of data collection. The study findings revealed that teachers generally agree that using ICT can increase their productivity, as indicated by the mean score. The standard deviation is also relatively low, indicating a degree of consensus among respondents. Implication: Teachers acknowledge the role of ICT in enhancing their productivity. The study recommended that educational authorities and institutions should prioritize the provision of comprehensive and ongoing professional development and training programs for teachers.

The study established the relationship between ICT adoption and teachers’ performance in selected secondary schools in Kampala Capital City Authority, Kampala District, Uganda. This study employed a cross-sectional research design. The Cross-sectional design allowed for the study of the population at one specific time and the difference between the individual groups within the population to be compared. The sample size was 103. The researcher used simple random sampling to select the teachers from the human resource book. The study employed a questionnaire as a tool of data collection. The study findings revealed that teachers express confidence in their ability to use ICT resources effectively. This positive perception is reflected in the relatively high mean score. The study findings revealed that some teachers report feeling a strong social influence from their colleagues to adopt ICT into their teaching and work, as evidenced by the higher mean score. The study recommended that schools and educational institutions should allocate sufficient resources to ensure access to ICT hardware and software.