Perspectives on tutors’ preparedness and adoption of ICT in Public Teacher Training Colleges in Kenya

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dc.contributor.authorOmariba, Alice
dc.contributor.authorOndigi, S. R.
dc.contributor.authorAyot, Henry O.
dc.date.accessioned2018-04-17T13:11:32Z
dc.date.available2018-04-17T13:11:32Z
dc.date.issued2015-07
dc.descriptionPresentationen_US
dc.description.abstractThis study was concerned with perspectives on tutors’ preparedness and adoption of ICTs in public teacher training colleges. The rationale was based on the view that properly designed, learning materials inspired by integration of ICT and delivered by technology add value to a teaching environment on which contact hours are limited. The curriculum needs academic standards and the development of digital age skill for the 21st century learners if vision 2030 and beyond education goals have to be realized. The study findings revealed that preparedness on integration of ICT was at an infant stage. Adoption on integration of ICT by tutors into their instructional process was not significantly related to their years of teaching experience, there was no significant relationship between the tutors’ attitude towards integrating ICT and tutors faced several challenges in an attempt to integrate ICTs into the curriculum. Keywords: Preparedness, Integration, Adoption, Information Communication Technologiesen_US
dc.identifier.citationProceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18323
dc.language.isoenen_US
dc.subjectPreparednessen_US
dc.subjectIntegrationen_US
dc.subjectAdoptionen_US
dc.subjectInformation Communication Technologiesen_US
dc.titlePerspectives on tutors’ preparedness and adoption of ICT in Public Teacher Training Colleges in Kenyaen_US
dc.title.alternativeBuilding Capacity Through Quality Teacher Educationen_US
dc.typePresentationen_US
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