Browsing by Author "Miima, Florence Abuyeka"

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    Instructors’ challenges of using information communication and technology in geography instruction: case of William Vacanrat Shadrach Tubman College, Liberia
    (INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD, 2023) Pewu, Emmanuel Toll, Jr.,; Ondigi, Samson Rosana; Miima, Florence Abuyeka
    In today's digital age, ICT utilization in the classroom is crucial for students to learn and apply 21st-century skills. It significantly improves geography teaching and learning environments by allowing instructors to document students' field trips and other learning outcomes. ICT software saves time and delivers higher-quality outcomes, while the internet expands access to reliable geographic data and information sources. ICT software simplifies geographic concepts, provides easily accessible data, and improves spatial awareness and decision-making abilities. Simulations and modelling tools enhance understanding of geographical problems such as natural vegetation, weather patterns, erosion, and agriculture. ICT also enhances higher-level thinking skills, particularly for students using ICT. This article highlights instructors' opinions about the problems they encounter when integrating ICT in the classroom. A descriptive design was adopted, whereby questionnaires and interview schedules were used to collect the data. Random sampling was used to sample six (6) geography instructors and ten (10) administrators from the targeted population at the Williams V.S. College of Education in Liberia. The findings showed that ICT resources were inadequate; the respondents experienced problems of network connectivity, limited technical support, the non-existence of stable electric power supply, the absence of ICT infrastructure, poor internet connection, the unavailability of support from college administrators, and a lack of effective training. From the findings, it is recommended that all the educational stakeholders look for ways of solving the problems and challenges of effective integration of technology into schools' teaching and learning processes. The ministry of education should conduct frequent refresher courses to equip curriculum implementers with adequate and proper skills on how to utilize the available ICT resources in schools and colleges
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    Integration of information communication technologies in teaching and learning of Kiswahili language in public secondary schools in Kakamega county, Kenya
    (Kenyatta University, 2014) Miima, Florence Abuyeka; Oyiengo, Karen Atieno; Ondigi, S. R.; Masinde, E. W.
    Integration of technology in education is considered all over the world as a strategy of transforming the quality of education. In recent times, considerable investment in computer based Information Communication Technologies (ICTs) has been made by many countries with a belief that it will support and transform teaching and learning in the school systems. Despite the effort, many teachers in Kenya and elsewhere have been criticized for neglect of integrating ICT into their teaching and learning activities. Concerns have also been raised on availability and integration of the ICT resources in teaching and learning process. The main focus of this study was to investigate the integration of computer assisted ICTs in teaching and learning of Kiswahili language in Secondary schools in Kakamega County, Kenya. The objectives of the study were : to investigate the level and nature of integrating ICTs in teaching and learning of Kiswahili language in Secondary schools; to establish teachers‟ and learners‟ perceptions about integration of ICT in teaching and learning of Kiswahili language ; to establish teachers‟ competency in integrating ICTs in teaching and learning of Kiswahili language in Secondary schools; explore the challenges encountered by both the teachers and learners in integration of ICT in teaching and learning of Kiswahili and finally, investigate the extent to which these challenges influence both the teachers and learners in their teaching and learning respectively. The study was guided by Bruner‟s Constructivism Theory (1990) and adopted a descriptive survey design . It targeted 45 public secondary schools which had been supplied with computers by the government of Kenya from 2008-2012, 90 Kiswahili language teachers and 3148 form three students in these schools, 2 ICT teacher champions in public secondary schools, one curriculum developer in-charge of Kiswahili language and 2 Quality Assurance and Standard Officers (QASOs). Stratified proportional sampling was used to select schools while purposive sampling was used to select teachers in these schools. The students were selected randomly. Data collection instruments included questionnaires for both teachers and learners, interview schedules for ICT teacher champions, curriculum developer and programmer as well as QASOs. Classroom Observation and document analysis schedules were also used to collect the data. Reliability for the instruments was tested through piloting in two schools. Only the questionnaires were re-tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics (Chi-square and ANOVA). Statistical Package for Social Sciences (SPSS) was used to analyze the data. The study found out that integration of ICTs in teaching of Kiswahili language was not effective. The teachers and students skills were low and the integration was not significant to the sex, category of schools, experience and teachers academic and professional qualifications. Based on these findings, this study recommended that Kiswahili language teachers should be trained in all the ICT skills and also on how to integrate ICTs in their teaching and learning activities. The ministry of Education in conjunction with KICD should organize refresher courses for all the Kiswahili language teachers in secondary schools on ICTs integration in teaching of Kiswahili language. The higher institutions training teachers should create a unit that equips the trainees with ICT skills in their specialized areas. It is hoped that the findings and recommendations of the study will be useful in filling in the gaps in teaching of Kiswahili language and also provide knowledge and skills that Kiswahili curriculum and implementers can incorporate in their teaching activities