Browsing by Author "Walala,Faridah K."

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    Teachers’ Information And Communication Technologies Competency Preparedness On Teaching And Learning In Public Secondary Schools Kakamega County, Kenyan
    (Journal of Popular Education in Africa, 2025) Walala,Faridah K.; Kariuki,Damaris; Kirimi,Francis
    The purpose of the study was to investigate teachers’ perspective toward ICT in teaching. Research used connectivism theory that asserts technology has changed in the 21st century through formation of networks. The contention of the study is that the Kenyan government has made efforts to equip schools with technology tools like computers and to train teachers on how to utilize them in teaching, nevertheless teachers face great challenges in using ICT to facilitate learning. ICT proficiency of the educators’ impacts interests and enhances learning environments where students actively engage in creation of knowledge in teaching. The study determined teachers’ perspective toward ICT in teaching. Research used connectivism theory that asserts technology has changed in the 21st century through formation of networks. Descriptive survey research design was used to gather qualitative and quantitative data where principals and teachers in Mumias East sub-county formed target population of 537 comprising of 375 public secondary teachers, 135 HODs, 27 principals. Stratified sampling was utilized to select five schools i.e.one day; two boarding, mixed and single sex schools as units of sampling in urban and rural settings. Simple random sampling was used to draw 20% of total population yielding to a sample size of 105 respondents; 5 principals were purposively sampled, 25 HODs, 75 teachers were randomly sampled .Questionnaires for teachers and HODs’, interview schedule for principals, an observation checklist on school infrastructure were used. Results showed ICT competence professional development has essential part of successful computer usage. Teachers were not skilled and knowledge was limited. Technological infrastructure accessibility was limited; not all technology devices were available making it impossible to incorporate ICT. Observation checklist showed low ICT resource supply in teaching. Schools had technical support and few had subscribed to online teaching materials, few schools had ICT policy. Beliefs and attitudes had a positive outlook on technology. Research concluded that teachers were slightly skilled on software usage in presentation; most schools lacked ICT policy; teachers had not subscribed to online teaching materials; low investment in ICT infrastructure due to high costs of hardware, software and related accessories, ICT improves focus on the subject matter in teaching .The study recommends teachers to undergo refresher courses in ICT. Curriculum developers and teachers should take part in planning, training and appropriation of ICT resources in schools.