ICT Adoption in the Management of Public Primary Teacher Training Colleges in Meru County

Abstract

For more than a decade now, Information and Communication Technology (ICT) has been the dream of many organizations. The shift from the manual, ineffective and inefficient way of managing organizations has placed ICT high in the ladder. Organizations can boast of the contribution made by adoption of ICT, in-terms of efficiency and effectiveness. However, despite its role in improving effectiveness and efficiency in the management of teacher training colleges, its adoption in most of these institutions has remained low and limited. This study, therefore, sought to investigate the adoption of ICT in primary teacher training colleges in Meru County. The researcher used descriptive survey design by utilizing both qualitative and quantitative data collection and analysis. The target population was 2362 respondents from the public primary teacher training colleges in Meru County. This population cut across principals, tutors and student teachers. Stratified random sampling was used to select the sample from the tutors and student teachers in the study. The sample size was 710 respondents who were 30%of the total population. Tools of data collection were questionnaires for the tutors and student teachers, and an interview schedule for the principals. Reliability of the instruments was ascertained using test-retest method and correlated using Cronbach’s Alpha, which gave a coefficient factor of 0.876. To test the validity of instruments, the researcher employed expert review judgement. Data analysis was done both qualitatively and quantitatively after data cleaning and coding. Percentages, means and frequency counts were used to analyse qualitative data. Results of data analysis were presented using frequency distribution tables and graphs. From the findings of the study, the research revealed that tutors and student teachers are not able to enjoy the full pleasure of technology due to inadequate or even lack of equipment. Tutors admitted some level of support from the managers in implementing ICT in TTCs. The support was by way of sending them for in-service training and procuring of ICT facilities. Beliefs and attitudes were the contributing factors to the adoption of technology in teacher training colleges. The study established that some teachers have a low attitude when it comes to technology, hence the slow rate of adoption. On the application of IT, the study revealed that it was used to manage students’ data, finances as well as analysing students’ assessment among other purposes