ICT transforming pedagogical practices in Kenya: a case of high school teachers in Kiambu County

Abstract

Pedagogy is a discourse and a system of order for teaching and educating a group of students. Globalization brought about by technology in the 215t Century exposes today's learner to varied technological tools. These tools allow learners to participate in information creation, sharing and build on what already exists. This means that a learner comes to a classroom with knowledge gathered from the surrounding. A teacher is therefore challenged to appreciate leanerﾒs knowledge base yet deliver content in a collaborative way.

Teachers are able to transform their pedagogies to accommodate learners' needs especially through the use of Information Communication Technologies. These are technologies are able to counter the challenge of capacity and capability brought about by introduction of Free Primary Education when used effectively by teachers. Teaching practices must change in order for teachers to remain relevant in the technological age .

The government of Kenya through the Ministry of Education has increased access to ICTs by introducing Centers of Excellence in all counties to act as model ICT centers. Even though there is great effort to ensure that both teachers and learners have access to lCTs, it is important to determine to what extent they are transforming pedagogy.