Teachers Experience On The Integration Of Tablets In Primary School Education

Abstract

Information and communications technology (ICT) is a matter of everyday life and has a key role to play in education. The ICT Integration into primary education (Digital Learning programme), which is one of the main program that the Kenyan government highlighted in 2013 in order to align student learning and teaching in primary schools. This paper examines teachers’ experiences with integration of tablets in education in primary schools. The main objectives of the study generate insights into teacher views not only on engagement and motivation but on how tablets are used to support education and what they perceive as their educational benefits and limitations. The target population is Kenya's public primary schools, so class six teachers from Kalawa Primary School are the sample of this study. From the data summarized using SPSS V 23 software to evaluate the quantitative information, the findings of the regression assessment verify the correlation between the factors as described in the model. The model shows a difference of 96% showing how behavioral intent to use depends on perceived behavioral control while attitude and subjective standards account for the remaining 3.4%. The results show that 80,4% (experience with the teacher) of the real use depended on the intent of behavior. The results also show that portability in tablets was responsible for the behavior control perceived by the teachers. The research also proposes growing numbers of participants and a comparison should be developed between distinct groups of teachers in classrooms to determine whether the results are comparable. Keywords: Teachers experience, Behavioral intention to use, Attitude, Teachers, Tablet portability, Perceived behavioral control, Tablets, ICT.