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Emergent Women Leaders in Institutions of Higher Learning: Reflections on Integrating Information Communication Technologies (ICTs) in Gender Curriculum.

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Title: Emergent Women Leaders in Institutions of Higher Learning: Reflections on Integrating Information Communication Technologies (ICTs) in Gender Curriculum.


1
Emergent Women Leaders in Institutions of Higher
Learning Reflections on Integrating Information
Communication Technologies (ICTs) in Gender
Curriculum.
  • Consolata Kabonesa, Ph.D., Depart. of Women and
    Gender Studies, Makerere University, Kampala,
    Uganda presented at the 2006 Australian
    Technology Network - Womens Executive
    Development Conference Change in Climate?
    Prospects for Gender Equity in Universities
    Stamford Plaza Adelaide, Adelaide, South Africa
    Australia, 11-13 April 2006

2
Outline of the presentation
  • Introduction
  • Integrating ICTs in Gender Curriculum
  • Benefits
  • Leaderships issues
  • Conclusion

3
Introduction (1) - Opportunities
  • Environmental change in the Higher Institutions
    of Learning
  • Information Communication Technologies (ICTs) and
    Higher Institutions of Learning
  • Integrating gender in the University Curricula
  • Integrating ICTs in the gender courses by gender
    departments.
  • How did the Department of Women and Gender
    Studies respond to the Change in Climate?

4
Introduction (2)
  • Integration of ICTs in gender curricula requires
    leadership that incorporates emergent leaders and
    transformational leaders skills
  • Emergent leadership is
  • A function of individual and contextual
    variables, group dynamics and gender roles among
    others
  • A social process during which an individual
    becomes a leader
  • A process where group members exert influence on
    another group to change the environment

5
Introduction (3)
  • ICTs requires transformational leaders who
    promote justice and freedom
  • Training academics in the use of ICTs requires
    transforming their thinking, their way of looking
    at technology transforming their practices
    being flexible and understanding
  • How did this type of leadership play out in
    integrating ICTs in the gender curricula?

6
Integrating ICTs in Gender Curriculum
  • Makerere Universitys ICTs environment
  • Universitys commitment to gender mainstreaming
  • Department offers a variety of undergraduate and
    graduate courses, - provide opportunities to be
    more innovative in presentations.
  • Department to promote gender equity in teaching
    and learning

7
Technology Integration
  • In 2002 - The Carnegie Corporation of New York
    grant
  • Department took advantage of the existing
    environment
  • The department wanted to change womens
    perception and use of ICTs
  • Enhance its role in promoting gender equity.

8
Technology integration (2)
  • The Department in its 2001-2005 Strategic Plan
  • Provide quality teaching and training in gender
    and development through the use of ICTs and
  • Improve communication between staff students
  • Strengthen the study of gender from an
    interdisciplinary perspective.
  • Lacked of equipment, had limited experience and
    capacity to use ICTs.

9
Technology Integration(3)
  • Less than 10 owned their own computers or had
    received training in ICT.
  • The staff members who had access to computers in
    the department or outside, used them more for
    word processing rather than as educational tools
  • Over 90 of the staff indicated they would use
    the educational technology in both undergraduate
    and graduate courses.

10
Technology Integration (4)
  • Imparted skills
  • Web-based teaching skills
  • Use of different teaching aides/equipment to
    enhance their teaching
  • Data storage skills
  • Research related skills

11
Benefits
  • Academic Staff
  • Enhanced teaching skills
  • Enhanced research skills
  • Enhanced delivery/communication skills
  • Skills in using various equipments
  • increased contact with students
  • Increased interest in ICTs-related research
  • Increased interest of non-academic staff to learn
    ICTs

12
Students
  • The majority of students are more ICT friendly
  • Students are able to conceptualize and articulate
    gender issues
  • Improved their confidence to participate in class
    discussions
  • Increased students exchange of ideas and
    information
  • Improved skills in research

13
Students
  • Enhanced the students skill and capacity to use
    computers,
  • Increased students access to resources thru
    Internet services.
  • Students skills, personal knowledge and ability
    to use the information obtained from the Internet
    in other courses.
  • Contributed to improved students grades.

14
The Department of Women and Gender Studies
  • Acquired more teaching aides
  • Started a number of ICTs programs
  • International networking/linkages
  • Local recognition in ICTs delivery skills
  • Lead role in e-learning in the University
  • Support of non-teaching staff to develop their
    ICT skills

15
Leadership issues
  • Individuals have taken the lead in the use of
    ICTs in classroom instruction and research
  • Mentoring colleagues
  • Influenced other units to integrate gender in
    their curricula, e.g Faculty of Computer Science
  • The Department is one of the pilot unit for e-
    learning in the university

16
Leadership issues
  • The only Department where the internet Kiosk has
    been established
  • The department perceived/treated at the same
    level as a faculty or an institute
  • Department perceived to be self-reliant
    financially
  • Challenges in adoption to web-based
  • Financial challenges

17
Conclusion
  • The success has not come easy - there have been
    huddles to deal with on a daily basis
  • The success has depended heavily on leadership
    that brings every one together to monitor
    project progress, assess individual progress in
    use of ICTs and develop goals for what they want
    to achieve

18
Conclusion
  • The success through lobbying and being assertive
    and demanding what for ones rights.
  • It is still a long way to have ICTs full
    integrated in the gender curricula, but the move
    that the University has taken in e-learning will
    create an incentive for academic staff to embrace
    ICTs in teaching and learning.
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