Application of information and communication technology in teaching and learning process in primary teacher education: A case of Kamwenja Teachers Training College, Nyeri County, Kenya
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Date
2016-07
Authors
Chanda-Ndeda, Louis Matthias
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Despite the importance associated with Information and Communication
Technology (lCT), and Kenya's heavy investment towards its successful
implementation in schools and training institutions, research shows that many
institutions have not embraced ICT in teaching and learning process as well as in
managerial activities and Kamwenja Teachers Training College (KAMCO) where
the study was conducted is no exception. The purpose of this study therefore was to
establish the factors influencing the effective and efficient ICT application in the
teaching and learning process in primary teacher education through the case study of
Kamwenja Teachers Training College, Nyeri County Kenya. The research objectives
included: to assess ICT infrastructure in academic departments in Kamwenja TIC;
to investigate the level of ICT skills among tutors and students; to establish the
degree to which lCT is integrated in teaching learning pedagogies; to investigate the
challenges affecting adoption of ICT in teaching and learning and to suggest ways of
enhancing adoption of ICT in teaching and learning in Kamwenja TIC. The study
adopted case study research design which is a form of descriptive research. A case
study generated in-depth data from KAMCO as single institutions to enable the
researcher determine the gaps in lCT application. The target population was 925
students and 75 tutorial staff. In the study, 10% of tutors and students were sampled
from the target population. The researcher employed stratified random sampling
technique to ensure equitable distribution in terms of gender and year of study of the
students during the sampling process. The sample population comprised of 8 tutors
and 92 students and 1 principal totaling to 101 respondents. Questionnaires were
administered to the 100 respondents, while the principal was interviewed. Data was
analyzed by use of statistical methods including frequencies, percentages and mean.
Results were presented in tables and figures and conclusions and recommendations
made thereof. Findings reveal that as regards the infrastructure, a number of access
points with respect to computer use can be noted in the study area, key among which
include the computer laboratory and the library for use among students and
department offices and administration offices among tutors. The majority of
respondents are proficient with mainly basic ICT skills, as opposed to advanced
ones. ICT can further be said to be fairly integrated in a number of subjects taught in
the institution, most notably: ICT, mathematics, creative arts, education and
integrated science, both by the tutors and the students. Challenges most inhibiting
the adoption of ICT in teaching and learning in the institution include lack of initial
training and the perceived insufficiency of time. Based on these findings, it is
imperative to come up with adequate measures and policies that will enhance
adoption of lCT in teaching and learning at the institution.
Description
A research project submitted to the department of educational management, policy and curriculum studies in partial fulfillment for the award of the Degree of Master of Education of Kenyatta University. July 2016