Application of information and communication technology in teaching and learning process in primary teacher education: A case of Kamwenja Teachers Training College, Nyeri County, Kenya
Chanda-Ndeda, Louis Matthias
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Despite the importance associated with Information and Communication Technology (lCT), and Kenya's heavy investment towards its successful implementation in schools and training institutions, research shows that many institutions have not embraced ICT in teaching and learning process as well as in managerial activities and Kamwenja Teachers Training College (KAMCO) where the study was conducted is no exception. The purpose of this study therefore was to establish the factors influencing the effective and efficient ICT application in the teaching and learning process in primary teacher education through the case study of Kamwenja Teachers Training College, Nyeri County Kenya. The research objectives included: to assess ICT infrastructure in academic departments in Kamwenja TIC; to investigate the level of ICT skills among tutors and students; to establish the degree to which lCT is integrated in teaching learning pedagogies; to investigate the challenges affecting adoption of ICT in teaching and learning and to suggest ways of enhancing adoption of ICT in teaching and learning in Kamwenja TIC. The study adopted case study research design which is a form of descriptive research. A case study generated in-depth data from KAMCO as single institutions to enable the researcher determine the gaps in lCT application. The target population was 925 students and 75 tutorial staff. In the study, 10% of tutors and students were sampled from the target population. The researcher employed stratified random sampling technique to ensure equitable distribution in terms of gender and year of study of the students during the sampling process. The sample population comprised of 8 tutors and 92 students and 1 principal totaling to 101 respondents. Questionnaires were administered to the 100 respondents, while the principal was interviewed. Data was analyzed by use of statistical methods including frequencies, percentages and mean. Results were presented in tables and figures and conclusions and recommendations made thereof. Findings reveal that as regards the infrastructure, a number of access points with respect to computer use can be noted in the study area, key among which include the computer laboratory and the library for use among students and department offices and administration offices among tutors. The majority of respondents are proficient with mainly basic ICT skills, as opposed to advanced ones. ICT can further be said to be fairly integrated in a number of subjects taught in the institution, most notably: ICT, mathematics, creative arts, education and integrated science, both by the tutors and the students. Challenges most inhibiting the adoption of ICT in teaching and learning in the institution include lack of initial training and the perceived insufficiency of time. Based on these findings, it is imperative to come up with adequate measures and policies that will enhance adoption of lCT in teaching and learning at the institution.