CW-Department of Educational Communication and Technology

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https://repository.ku.ac.ke/handle/123456789/3209

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Browsing CW-Department of Educational Communication and Technology by Subject "Education"

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    Students' Experiences in Using Haiku Learning Platform to Promote Problem based Learning in a Blended Classroom in Kenya
    (ACM Digital Library, 2017) Gitonga, Rhoda; Onyango, George; Rugar, Thaddaeus
    Haiku is an online networking application that can be used by teachers and students to learn, share, communicate and remain connected. In problem based learning, students are able to team together to explore significant tasks driven by challenging, open-ended problems with no one "right" answers. Students work as self-directed, active investigators and problem-solvers in small collaborative groups. They apply knowledge to new situations and are known to team together physically and explore tasks inside the classroom and also in the social networks. Usage of technology in the classroom is low among students with the exception of social networking technologies whose adoption is common place. This paper explores the experiences from a group of 15 PhD students taking a course in education who were using Haiku platform to prepare lesson plans in their course work in May/August 2016 semester. The students were to prepare lesson plans based on various models of lesson planning and use either SAMR or TPACK ICT integration models to demonstrate how to integrate technology in the class room. The students were then to share their experiences on the Haiku platform with their lecturer and other students. An oversight group of 10 other students offered constructive criticisms to every group of 5 students that participated. All the students found that they had a personal stake in the quality of work presented through the Haiku platform and that they were able to collaborate, critique and solve real life problems. This paper underscores the importance of Haiku learning platform as an appropriate environment that empowers students to nurture, foster and enable problem based learning.
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    Teacher competencies in accessing online content: a study of Igembe south district
    (2011) Mukami, E.; Mwirigi, L.; muriithi, N.
    ICTs have impacted the way people think and live. With the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. Providers of education are reviewing their programs so as to match the changing trends in the world. They have integrated ICT in education. The use of ICT in classroom set ups has impacted on the content and how the learners learn. The integration of ICT in classroom teaching in Kenya has faced many challenges. In this paper we look at the teacher competencies in accessing online content. The objective of this study was to explore teachers’ knowledge and ability to access online content. This study was conducted in Igembe South District of Meru County. The respondents to this study were 100 secondary school teachers. This study was quantitative and adopted a descriptive survey design to gather data. Data collection was carried out using questionnaires. The findings of this study indicate that many teachers do not have access to computers in their schools, they do not access the internet daily and for those who access the internet, they do not plan their searches and are not able to download the content for future use. The main recommendation of this study is, further studies to be conducted on this aspect of ICT in order to come up with a uniform framework for evaluating teachers’ competencies in accessing online content.
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    Technology Integrated Lesson Plan Based on Experiential Learning
    (ACM Digital Library, 2017) Onyango, George; Gitonga, Rhoda; Rugar, Thaddaeus
    Technology is important for experiential learning because it creates opportunities for reflection on learning experiences that students can relate with. For example, students can record their experiences and refer to them later. Teachers can create a virtual community of participants that enhance collaborative learning. Arising from the benefits of using technology in learning, the Government of Kenya introduced ICT in education as well as use of laptops for class one pupils. However, building the teacher capacity to integrate technology in their teaching makes the implementation of the government project challenging. Teachers feel confident about their knowledge of the pedagogy and content but are less confident when it comes to technology knowledge. This paper explores how technology can be integrated in a lesson plan to enable a teacher deliver a technology aided class. Kolb's experiential approach to lesson planning, Bybees learning cycle and TPACK technology integration model were used in the development of the lesson plan. Technology Pedagogical and Content Knowledge (TPACK) identifies the nature of knowledge teachers require in order to integrate technology in their teaching. A group of 18 students taking a course in education during the May-August 2016 semester were engaged in developing the lesson plan. The process proved that effective teaching and learning is possible through technology which is already in the hands of students.