Effects of Information and Communication Technology on mathematics teacher Training Programme in public diploma Teacher Colleges in Kenya

Abstract

The purpose of this study was to investigate the effects of integrating Information and Communications Technology (lCT) in mathematics teacher training programme in public diploma colleges in Kenya. The poor performance in mathematics requires attention on the processes that are involved in the delivery of the curriculum. Varied pedagogies may require full integration of ICT in teaching mathematics. Five research questions were formulated to guide the study.

Research question one was aimed at establishing the extent to which mathematics departments have established their ICT infrastructure while question two was aimed at establishing the extent to which mathematics teachers are endowed with skills on ICT for integration in mathematics teacher training programme. Research question three sought to determine the extent to which ICT is integrated in pedagogies while question four aimed at investigating the challenges affecting the use of ICT in enhancing mathematics teacher training. Research question five sought to investigate the factors that would enhance the integration ofICT in enhancing mathematics' teacher training programme.

The study applied a survey design and data was collected through the use of questionnaires. The findings revealed that mathematics departments in public diploma teacher training colleges had some inadequate ICT infrastructure. While mathematics teachers had some basic computer skills they lacked some of the relevant skills. The attitude of teachers and their Heads of Departments was positive, implying acceptance that ICT can be used to enhance teaching of mathematics. Among the key challenges identified in the integration of ICT in mathematics teacher training included inadequate ICT infrastructure, lack of relevant ICT skills, lack of time to explore and integrate ICT in the lessons and lack of technical assistance.

The study established that preparation of a lesson with ICT required more time, learners get more interested and an improved performance in topics where more ICT integration has been applied was noted. Based on these findings, the study concluded that there was low uptake oflCT in enhancing teaching and learning. The study also recommended that there should be an elaborate ICT in-service programme with a nationwide approach with the aim of furnishing the teachers with the updated and necessary skills in ICT. Further research on the integration of ICT in mathematics teacher training programmes in other institutions was recommended.