GULUUNIVERSITY ‘FACULTY OF EDUCATION AND HUMANITIES. BASTCENTURY SKILLS GROUP CLASS ASSIGNMENT GROUP 8 NAMES STUDENTS WUPBER | REGISTRATIONNUMBE | TELEPHONE NUMBER | SIGN R ‘OPONG GAPRIEL 2407004506 22h /U/#50G/HBAPPS O77 7418247 ‘GFORE SAMUEL JACOB 2401004628 24/0 /e628/HBAPPS (0788850056 COKOROMA ANNET 20 T00K540 2U/U/SHO/MEL/PS (0772262782 RUOTOWIAVA BOB WILL AhOTOOKEES BEU/HAB/MBL IPS ‘761381371 IAM ‘OUGIA EMMANUEL BROTOONSE BaU/ESE/MPHPPS (0775873138 ‘OPIO CEASER BkOTOOUSES Ba/U/Gb3/HBAPPS OT62480877 Apige Lilian 2hOTOOWEO Bu /HaGO/MEL/PS ‘0787585321L (4) The increased application of technology in economic, secial, political and environmental life is on oF the main characteristics of the 21 *centuary world, However despite the increase use, the ve are variations in uptoke glebally nationally and lecally Giving examples describe the main ch allenges Facing the student's effective use of technology in academics in Uganda, Tedhndlegy refers to the application of scientific knowledge For practical purposes. [tin dudes tools, machines, systems, and pracesses clesigned to solve problems and improve human lif ¢ in Uganda, Technelogy can be simple os.a wheelor as complex as artificial inteligenceinfluenci ng the field of academics as explained below, Limited access to technelogical devices, Many students particularly nthe rural areas d conot have access to computers, tablets or even smart phones; this limits their ability to engage with online learning platforms and digital resources for example in apar district in the northern region were reports stated that only half of the secondary schools have access te electronic de vices hence leading to digital ivied Poor internet connectivity Internet access is inconsistent especiallyin the remote areas of Uganda were many students struggle with connectivity to access online resources related to academics, These impacts their ability to participate in online classes and research ePfectively oF example districts like kabala which is mountains with poor connection of wires for the electron cdevices required Fer internet. Digital fteracy, Many students and teachers lack the basic digital Iter acy skills maleing it difficult for them to effectively use technology For learning, For exarmple a study by the mini stry of education and sports Found that only 12% ofthe teachers in Uganda have basic comput er skills (UNESCO, 2023) High cost of date, The high cost cssocisted with mobile date con hinder students $rom a cessing online education resources consistently limiting their engagement in digital learning fo example the my MTN Bundles package which is rated 1Gi> at 2000 Uganda shillings which is no +t affordable by the students who are non salary earners ona daily bases. Wamale, M, (2020) "Un derstanding the impact of webile data costs on education in Uganda, Difficulties with communication and public speaking, this can be intimid ating for some st udents including misinterpretations due te lack of non-verbal cues in digital communication, inf rmation overload framconstant notifications, chalenges navigating complex tech interface, and ‘he potential for misunderstandings arising fromthe lack of immediate context in written mess ages; all cn hinder ef fective communication when rela ying on technelogy te cannect with others: -L Dependence syndrome, Uganda's dependence on international aids for technelogy in ed ucation creates sustainability challenges and limits the countryjs ability to levelep its oun soluti on for the peor search engine tools for example artificial intelligence (AL) whichis managed at 1 esscchusetts institute of technology and Stanferd University for academics Floods majorly in the central regions of Ugands like bududa and kabala were reports in 2018 stated that classrecms were destroyed and students had ne aecess to school premises hen ce lou adoption of internet use as resource for research, Lack of clear pelices and regulatory frameuerks, With the existence oF ICT policy there is no specitic policy on how to integ rate technology into national curriculum Leaving schools to implement solutions guiding teachers and students, UNESCO, (2023), ICT in education policy review; Uganda, Reduced callaboration and teamuerk skills as a result of lw sel¥ emfidence to inter act in groups among the students in classroom, they Failte have that opportunity to earn from eachother, share ideas imiclving technological tools tke computers and tablets far example at g ulu university were students fear tobe in group discussions due to Fear of boing asked to oxpre ss his ideas about a particular question given in-the lecture room, Cijber security concerns, the risk of eyber buling, enline predators and inapprepriate context exposure enline can create amwiety andhinders student's effectiveness, willingness toe ngage online, For example crackers and hadeers who send spam messages through emails and lin ks on what sopp threatening the students for the Fear of losing their documents Ignorance among the parents. Many Ugandans parents and schools heads had ban the u se of mcbile phones in secondary schools, This act limits students from accessing the sources on +the internet that are educative enough to supplement their knowledge in class discussions yet r esearch suggest that the use of mobile phones in classrooms has the potential of allowing stude nts toexplore other context on their oun, Ladk of parental support, Parents lack digital tery skis and don't see the impertan ce of technology in education for the parents who never had chance to learn hee use the smart p hones see buying mobile data as 4 waste of money, This limits the student's engagement in tech nological advancement world and how to use these tools effectively in academics, Heslthissues, Excessive sercen time can lead to eye strain, headaches, cnd bade pain as a.result oF long interaction between the computer and the user This diseeurag es students toad pt the use of computers in their education systema L (b} Suggest how the chove state of affairs could be addressed by who? ‘Addressing these challenges requires efforts frommultiple stakeholders, including sch cols, government, parents and students themselves, Here's how each challenges can be tackled and by whe, The government by investing in affordable internet and distribute devices like laptops, and phones to underprivileged students and schools to establish computer labs or lend programs for students without personal can help sabe the challenge of limited access to technology Telecem operators by providing innevative pricing medels For data bundles, padeages an dof fering @ Varity of affordable deta bundles tailed te different needs For example daily we eels and menthly usage at lw rating this can help to reduce.on the high cost of data for the st dents, The teacher sand heads of learning institutions by encouraging integr ation of public sp eaking training into the syllabus can help students to cope up with the use of internet as some | essons are conducted online; this enables students to develop self esteem in public speaking The government by promating local innovation and entrepreneurship to create an ervir ‘onment where local tech companies can thrive and develop solutions relevant to their communitie 5, provide seed Funding, mentorship programs and incubation hubs for tech startups, support po licies that encourage local manufacturing and reduce over reliance on imported technology The non-governmental or ganizations by oFFering training programs fer teachers and s ‘tudents on the use of the technological teoks like computers can help to bridge the digital litera 4 gap; for example UNICEF and FAWE can establish mobile learning centers or offer community based training that focuses on equipping both students and educctors with essential technology skills Abn governmental organizations lice education deve pment centre; offering training programs Focused on education with their office ected in mbarara, Ugancla equipped with eom puters and internet access, offering digital literacy and providing support to students especiall inthe rural areas of Uganda can solve the problem of limited access te the internet ‘Students and parent, Students themselves by seeking online rescurces and engaging in E-learning platferms and explering digital took: can help to take part in self-paced learning for example by using education platforms lice khan Accademy to supplement their learning eutsidle cl assrocm Parents can clo help their children te overceme harriers lice dif eulties to aecess int ernet by giving them seme litte cash te buy date, ‘the education institutions by providing eyber-security elucation tothe teachers and st udents te create awareness and best practices in te curriculum at all levels of learning which cov -L er password management, safe browsing habits to reduce on the risk of losing documents to hae kers, The inter national donors For example organizations lice USALD or World Bank by prouidin g funding For projects that enhance ICT infrastructure in scheols or support digital education p rograms for teachers and students, This can help to play significant reloin addressing the tee hnolgicsl gap between the rursl and urban students in Usnd, The government by develeping comprehensive polices and creating national level polices ‘that addresses the use of technolegy in education were by students data are callected, stered, used and protected can help to comply with the existing data protection law, This help to give co urage to the students tebrowse online without Fear, The government and international organization like National Integrity Security (WIS) by Fostering transparent, accountable, and inclusive governance can promote relationship and colla boration among the political party hence corruption and political instabilities are eliminated whic h promote the smecth flow of academic, The government by alling with ether internet service providers lice MTN can invest int hose conpanies to provide mebile hetspet and pocket wifiat an affordable rate for students, th is can be dene by establishing public wit in scheal, libraries and community center to reduce on the poor internet connectivity In conclusion, addressing the challenges facing the students in Uganda in effectively sing the technelogy for academic purposes requires « multi-faceted approach imvlving cllabor ation among various stakehlders , the government, non-gevernmentsal organizations, private se tors and the students themselves, Reference; Nakasuijs, W, (20121), “Bridging the digital divide in education Wamela, M1, (2020), “Understanding the impact of mebile data cost on education Ugand Leal, M, (2012)," Cellaborative learning”