Extent of Teacher Preparedness and Capacity to Implement Information and Communication Technologies in the NEPAD Schools, Kenya
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Date
2020
Authors
Mogeni, Jackson Mobisa
Ondigi, Samson R.
Mugo, Bernard C.
Journal Title
Journal ISSN
Volume Title
Publisher
International Peer Reviewed Journal and Book Publishing
Abstract
Purpose: The purpose of this study was to determine the extent to which teachers and
principals are prepared and capacitated to implement ICTs in the NEPAD e-Schools, Kenya.
Methodology: This study adopted a descriptive survey design. Both quantitative and
qualitative data were collected. The target population for the study were all principals and
256 teachers from 6 model e-Schools. Sampling was done employing a mixture of methods.
Stratified sampling was used to pick schools, while purposive sampling was used to pick
principals and teachers. Five principals and 110 teachers were sampled. Data was collected
using questionnaire for teachers, and structured interview for principals. The collected data
was coded, run for descriptive analysis; including frequencies, percentages, measures of
central tendency and measures of variability/spread, and presented with the aid of appropriate
notes, frequency tables, percentages, charts and figures.
Findings: The study established that despite most teachers and principals having been
trained, they had not been sufficiently empowered towards effectively and successfully
applying ICTs. Moreover, majority of the untrained teachers and principal had not trained
because no training had occurred since they joined the schools. However, despite their status,
most teachers believed they could still perform some tasks involving ICTs. Most trained
teachers and principals needed to be trained, retrained and/or trained further on several skills,
especially in the preparation and use of multimedia instructional tools, and on-line research
and communication. The study concluded that most teachers and principals may be willing to
apply ICTs but are limited by the nature and extent of their empowerment. Moreover, ICTs
application programmes are likely to succeed better if they employ regular, on-going training.
Unique contribution to theory, practice and policy: The study could inform education
planners and trainers about necessary adjustments to future pre-service and in-service teacher
training programmes involving application of ICTs. It would also contribute to the body of
knowledge in educational technology, which might inform theory and practice in ICTs
integration. It could also inform the development of best practices in the application and
integration of ICTs in instruction.
Description
A research article published in African Journal of Education and Practice
Keywords
E-Schools, ICTs, Implementation, Preparedness, NEPAD
Citation
Mogeni, M. J., Ondigi, S. R., & Mugo, B. C. (2020). EXTENT OF TEACHER PREPAREDNESS AND CAPACITY TO IMPLEMENT INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NEPAD E-SCHOOLS, KENYA. African Journal of Education and Practice, 6(6), 1-28.