An Analysis of the Extent to Which Ict Is Integrated in Teaching and Learning in Selected Teacher Training Colleges in Kenya

Abstract

The potential for information and communication technology to support appropriate and sustainable teacher training programs cannot be underestimated. It is recognized that transformational potential of Information and Communication Technology ( ICT )has not been harnessed by teacher training institutions in Kenya. The aim of this research was to identify the extent to which teacher training.institutions have integrated ICT in teaching and learning processes, find out what factors hinder or promote increased use of ICT in these institutions and develop strategies that would increase use of ICT for teaching and learning in these institutions. Three Teacher Training institutions were selected.

They are Kilimambogo Teacher training College in Eastern Province, Kenya Technical Training College in Nairobi Province and Thogoto Teacher Training college in Central Province. Questionnaires and interviews were conducted on three categories of respondents in all of the three institutions. Category A -was for the Principals of these colleges or their representatives, category B for the College Tutors and category C for the Student Teachers. The results indicated that there is limited use of computers for teaching and learning processes. Only 5.9% indicated that all or almost all units of work that they teach contain learning activities which involve some student use of ICT tools. 94.1 % did not. These findings show that the degree of ICT integration in the learning activities of the sampled institutions is very low indeed.

The ICT potential was not fully harnessed because 48.5% used the internet, 45.5% sourced for learning materials in the internet, 27.3% used spreadsheets for teaching, 33.3% were confident in the creation of complex spreadsheets with multiple formulae and circular references and only 30.35% created complex databases with extensive search engines and analysis facilities. This shows that more than 50% of the respondents were not using JCT in all the categories of respondents. Among the factors cited as hindering the use of ICT were time limitation, shortage of computers, technophobia, poor connectivity and lack of ICT skills. The strategies identified to enhance use of ICT were integration oflCT in pre service teacher training curriculum, investing in ICT training for tutors, Implementation of cost saving strategies through tax exemption by the Government and offering incentives to encourage the tutors to train in ICT