This study examined the use of CD/DVD video technology for teaching reading in pre-primary schools in Kampala, Uganda. The study found that the majority (58%) of schools used CDs/DVDs for reading classes and administrators and teachers had positive views on their impact. Educators believed CDs/DVDs motivated students and helped recall previous lessons. The study aimed to understand the current adoption of this technology to inform future research on its impact on reading outcomes in pre-primary schools.

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