Institutional Factors Influencing Students’ Preparedness on Integration of Information and Communication Technology in Teaching and Learning: Case of Eregi Teachers Training College, Kenya
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Date
2020Author
Amtallah, Ambrose K
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The study purpose was to determine institutional factors that influence students’
preparedness in integrating Information and Communication Technology (ICT) in
teaching and learning: Case of Eregi Teachers’ Training College, Kenya. Study
objectives were to evaluate the extent ICT curriculum influence, determine the
influence of college ICT infrastructure, and establish the extent of teacher educators
teaching approaches on students’ preparedness in teaching and learning with ICT
integration at Eregi teachers’ training college. Herein, a case study design was
employed. The study population comprised of 565 people having 65 teacher
educators and 500 second year students. A representative of 20 and 100% of the 2nd
year students and teacher educators, respectively, were purposively sampled.
Hence, with the said proportions, a response rate of 95 and 100% for second year
students and teacher educators were achieved, respectively. Two sets of
questionnaires on respective study participants were used in data collection. The
data on college ICT infrastructure and indicators of ICT integration in teacher
education were evaluated through a focused group discussion guide and observation
checklist. Validity and reliability of research instruments was determined by
incorporating recommendations from supervisors and piloted on a few identical
subjects not part of sample of the study using 10 percent of the sample size. Based
on the reliability, a correlation of 0.88 and 0.84 were obtained from the teacher
educators and 2nd year students, respectively. SPSS version 20 was used to analyze
the quantitative data and results presented in tables and pie charts, however, content
analysis method was used to analyze qualitative data. As of the background
information, basing on gender, the teacher educators was skewed towards the male
while the student was skewed towards the females. Majority of teacher educators
were above 40 years with a certificate in ICT. Notably, 61.6% of the teacher
educators had teaching experience of over 20 years with either a Bachelor of
Education or Masters in Education. However, with a combination of the factors,
teacher educators appreciate the need of skills in teaching and learning using ICT.
As worth mentioning, that from the study, students are fully exposed to the ICT
curriculum design used; should be oriented in teaching and learning using ICT as it
influences their preparedness. With adequate ICT infrastructure in college, students
are likely to be trained on them. Despite teaching practice being compulsory in
teacher education, ICT use in teaching and learning is not a component in
assessment of teaching practice. Moreover, it is handled casually as is never
assessed. In adoptive perspective, policy makers and curriculum developers of
teacher education can infuse ICT in all subjects but retain ICT subject for basic ICT
skills. As a result to make ICT subject examinable in PTE, they should introduce
assessment on use of ICT in teaching and learning as a component of teaching
practice assessment, invest more in college ICT infrastructure and teacher educators
to train on teaching approaches that contribute to ICT use in teaching and learning.
Previous studies as demonstrated on other colleges had shown that they influence
the teaching practice on teaching and learning integrated with ICT.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5980]
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