| dc.description.abstract | As we approach the new and increasingly ICT competent generation in Kenya Secondary
Schools, major changes are expected in how learners approach learning as well as Curricula
and teaching method. However, it cannot be assumed that male and female teachers have the
same background and approach in leT in education.
There are barriers to effective implementation of ICTs in education that can be categorized
into two: external barriers which include barriers related to access, training and local support.
Internal barriers to leTs implementation are related to teacher's philosophy about teaching
and learning.
The purpose of this study was to investigate the role of gender on teacher's belief, use,
attitude and self-efficacy, in imparting 215t century competencies among secondary school
teachers in Kenya. The study sought to determine empirically the influence of gender on the
relationship between teachers' teaching belief and the frequency of K'T use by teachers. It
explored the ways in which the pedagogical integration of leTs can build the capacity of
male and female teacher's for their socio-economic development. The study collected data
from 30 secondary schools in Central Province of Kenya where Multi-stage cluster sampling
procedure was used.
From the findings of the study, gender is only significantly correlated with teachers' belief
and prospective use. It is also interesting to observe that gender plays no further - direct -
significant role as in the case of previous studies. The study produced empirical evidence to
argue that teachers: holding stronger constructivist teaching beliefs, computer self-efficacy,
and more favourable attitudes toward computers in education, are more interested to
integrate computers into their future teaching practice and hence impart 215t century
competencies in their learners. | en_US |
