Institutional Factors Influencing Ict Integration In Primary Schools In Mwingi Central Sub-County, Kitui County In Kenya
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Date
2018Author
Kinyali, Paul Mutemi
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
This study investigated factors influencing integration of ICT in public primary teacher education.
The rational was based on the view that ICT has become a principal driver in socio-economic
change worldwide, thus there is a move towards its integration in teaching and learning process.
However, this is not necessarily the case in public primary teacher education in Kenya. The
literature review focused on the concept of integration of ICT in teacher education, government
policies on integration of ICT in education and challenges in the integration of ICT in teaching and
learning process. This descriptive survey study sought to investigate the extent to which public
primary teacher training colleges in the central region of Kenya have integrated ICT in teaching and
learning process. Further, the study looked at the challenges facing the integration of ICT in
primary teacher education and finally established the factors influencing integration of ICT in
primary teacher education. The study was carried out in four (4) public primary teachers' training
colleges located in the central region of Kenya with a target population of 261 academic staff. A
total of 176 respondents were picked from the institutions using proportionate sampling which
targeted administrators, and teacher trainers randomly chosen from each of the eight (8) academic
departments, however 148 responded. Data were collected using questionnaires and interview
schedules. The obtained data were analyzed systematically using descriptive statistics and presented
with help of frequency table, graphs and percentages in the Statistical Package for Social Sciences
(SPSS) version 17. The study found that the factors that influenced integration of ICT in the
primary teacher training colleges were: adequacy of internet connectivity, adequacy of computer
hardware, adequacy of computer software, maintenance of ICT infrastructure, and training of
personnel in ICT, teacher workload, teacher gender, teacher age, and presence of ICT policy and
adequacy of funds. The study therefore recommends that primary teacher training colleges should
develop strategies to identify strengths and weakness of various technological resources as well as
an evaluation framework. Teacher trainers should also be provided with regular trainings and
seminars on how to integrate ICT in teaching and learning process and adopt policies that enhance
integration of ICT in the teaching and learning process.
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) [6020]
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