CW-School of Business

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    Exploring How Technology Complements Constructivism Using a Lesson Plan
    (Paul Cunningham and Miriam Cunningham (Eds) IIMC International Information Management Corporation,, 2017) Onyango, George; Gitonga, Rhoda
    Constructivism approach to learning is known to support multiple perspectives in interpretations of reality, knowledge construction and context rich, experience based activities. Technology comes in handy to offer incredible amounts of information and tools for creativity and development as well as diverse environments and communication forums where students can build knowledge in an engaged setting. However, technophobia has been reported among teachers as inhibiting integration of technology in the classroom. Teachers feel confident about their knowledge of the pedagogy. They are also confident about their knowledge of the content but less confident when it comes to technology knowledge. There are many models of instruction informed by constructivist theories to implement technology into teaching. These models do not demonstrate how a teacher can develop a lesson plan using the Constructivist Learning Perspective and integrate technology in the plan particularly using SAMR Model of technology integration. This paper explores how technology can be used to complement constructivism approach to learning as part of building teacher’s confidence in using technology in the classroom. This will be possible through developing a lesson plan and using the Substitution Augmentation Modification Redefinition Model (SAMR) technology integration model. Fifteen (15) PhD students taking a course in education in May- August 2016 were engaged in developing a lesson plan based on constructivism approach to learning and they were required to use SAMR model of ICT integration in order to demonstrate how technology complements constructivism. The SMAR supports and allows trainers and teachers to plan, develop, and infuse learning experiences that utilize technology in their teaching. Specific practices in the lesson plan that specified tasks to be done using cognitive terminology such as classify, analyze, predict and create, coupled with various levels of technology integration model enabled students to explore learning.
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    National culture and organizational capabilities of IT offshoring services in Kenya.
    (Association for Information Systems AIS Electronic Library (AISeL), 2012-12) Ochara, N.M.; Fadhili, A.
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    Strategic Business Savings for Entrepreneurial Financing: An Empirical Review of Impediments for Growth of Women Entrepreneurial Ventures in Kenya
    (2013-11) Jagongo, A. O.
    This study examined internal factors that affect savings mobilization for growth of women- owned MSEs. Many women- owned MSEs have received financial and other assistance from various donors to start their business, but their inability to reduce reliance on external sources to grow had remained unexplained. The study hypothesized that the main constraints to savings mobilization for growth of women owned MSEs arose from internal and the characteristics of the woman entrepreneurs. The target population was 3,030 women entrepreneurs who had received assistance from the WEDCO project in Kisumu and Kakamega districts in Kenya. Multistage sampling procedure was used to select 300 individual women participants. Questionnaires, interviews and observations were used to collect primary data. Data was analyzed through correlation analysis, chi-square tests, ANOVA, and means. The major findings of the study were that the number of dependants; education level; cultural and religious attachments; endowed management skills; age and marital status had a significant relationship with the savings propensity amongst the women entrepreneurs
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    Students Experiences of Using Wiki Spaces to Support Collaborative Learning in a Blended Classroom: A Case of Kenyatta and KCA Universities in Kenya
    (IST-Africa 2014 Conference Proceedings, Paul Cunningham and Miriam Cunningham (Eds), IIMC International Information Management Corporation, 2014, ISBN: 978-1-905824-43-4, 2014) Nzuki, D. M.; Gitonga, Rhoda; Muuro, Maina
    Wiki spaces are simply web pages that allow users to create, edit and share each other’s work. This paper shares experiences from a group of students who were using the Wiki spaces in their course work. It attempts to use collaborative knowledge building theory to evaluate the existing Wiki spaces practices in order to inform stakeholders on the power of Wiki spaces in setting students on a knowledge building trajectory. The respondents were 150 university students from Kenyatta and KCA universities in Kenya whose lecturers had created Wiki spaces for collaborative group tasks as part of their coursework during the September to December 2013 semester. More than 50% of the students found the Wiki spaces promoting the various aspects of knowledge building such as reflective learning and propagating idea diversity to be useful. This paper underscores the importance of Wiki spaces as environments for positioning today’s students on a knowledge building track which is a skill set requirement for the 21st century graduate. Keywords: Wiki spaces, Collaborative knowledge building, Collaborative learning, Students experiences.