Factors influencing effective use of ICT in teachers education: a case of Kenya Technical Teachers College
Ndebu, Susan N
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The use of technology is one of the major trends in education reforms all over the world. Integration of technology into school learning has been seen as an ideal way of improving or even reforming the traditional curriculum process .ICT literacy goes beyond how to use ICT instructional materials to include the ability to prepare and use, the selection of appropriate and operation of ICT material; to identify and affectively use on students specific purposes in order to build knowledge, develop critical and creative thinking in student. Teacher education and training is a means for professional updating, which deals with all developmental functions directed at the maintenance and enhancement of ones' professional competence and literacy. The purpose of this study was to find out the human and institutional factors that influence effective use of ICT in teacher education in reference to KTTC. The researchers' choice of KTTC was because KTTC is a unique teacher training college since it solely trains technical teachers in the country. The choice was also important to the researcher in that it was able to reduce impediment associated with distance. The study used descriptive and correlation designs. A total of 8 HODs, 48 lecturers and 305 students from both regular and school based programs were used in data collection. The tools used to collect data were questionnaires, interviews and observation. Data was analyzed using percentages and frequencies. The major findings of the study were that the HODs and lecturers are very qualified with the majority having master degrees. This is a proof of high professional development among the lecturers. A positive perception towards ICT use was also quite evidenced by the kind of responses given about importance oflCT in instruction. ICT competence was also very high among the lecturers with majority using internet to find information and also to give presentations. Management and technical support was also high. However ICT use in the teaching-learning process was average. Most lecturers felt there was need for training in ICT integration as a way of helping the lecturers to gain confidence to use ICT in their specific subject areas. As a way of disseminating the appropriate I CT knowledge, induction of lecturers by colleagues who are ICT competent has been recommended, and also implementation of a working ICT policy to guide ICT use in the institution.