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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k.s~,3.

DD

0 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

i.ours

MATTHIAS CHANDA-NDEDA

E55/7344/200 1

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

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DECLARATION

I declare that this research project is my original work and has not been presented in any other university/institution for consideration of any certification. This research project report has been complemented by referenced sources duly acknowledged. Where text and data have been borrowed from other sources including internet, these are specifically accredited and references cited using the APA system and in accordance with anti-plagiarism regulations.

___I~~2/~iL

DATE

CHANDA -NDEDA LOUIS MATHIAS E55/7344/0 1

This research project has been submitted with our approval as the university supervisors

~~.

---.-.----.---

..-~----(--- ---DR. OGETA O.NOBERT

...

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DATE

Lecturer,

Department of Educational Management, Policy and Curriculum Studies,

Kenyatta University, Kenya

----~---

--DR. MURAGE MICHAEL DATE

Lecturer,

Department of Educational Management, Policy and Curriculum Studies,

Kenyatta University, Kenya

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DEDICATION

To the memory of my parents, Christopher and Safina Gakeyi; for my wife Agnes and Children John, Florence and David.

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ACKNOWLEDGEMENT

Iam grateful to the Almighty God for giving me the strength and wisdom.

My sincere thanks go to my supervisors Dr. N. Ogeta and Or. M. Murage who guided me keenly and dedicatedly through my work.

I also take this opportunity to thank the principal, students and colleagues of Kamwenja Teachers Training College for having given me the authority to conduct this research.

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LIST OF TABLES

Table 3.1: Sampling Frame 29

Table 4.1: Response Rate .33

Table 4.2: Duration of the ICT Course .43

Table 4.3: Level of Ski lis .44

Table 4.4 Extent to which Respondents find ICT Skills Relevant.. .46

Table 4.5: Frequency of lCT Resources Use .48

Table 4.6: Challenges Affecting Adoption of lCT inTeaching and Learning ..51 Table 4.7: Ways of Enhancing Adoption of ICT in Teaching and Learning .53

Table 4.8: Pearson Correlation Matrix 55

Table 4.9: Model Goodness of Fit.. .57

Table 4.10: Analysis of Variance (ANOVA) .58

Table 4.11: Regression Coefficient Results 59

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LIST OF

F

IG

U

RE

S

Figure 1.1: Conceptual Framework 11

Figure 4.1: Response by Category .34

Figure 4.2: Response by Age .35

Figure 4.3: Response by Gender .36

Figure 4.4: Response by Education Background .37

Figure 4.5: Response by Subject Studied/Taught.. .38

Figure 4.6: lCT Access Points .39

Figure 4.7: Alternative ICT Access Points .40

Figure 4.8: Initial lCT Training .42

Figure 4.9: Subjects most ICT Integrated .47

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AIDS BOM

DEEP EFA

GOK HIV

ICT

ICT4D IT

KAMCO KICD

MOE MOEST

ODEL

SPSS

UNESCO

ABBREVIATION AND ACRONYMS

Acquired Immune Deficiency Syndrome

Board of Managers

Digital Education Enhancement Project Education for All

Government of Kenya Human Immune Virus

Information and Communication Technology

Information and Communication Technology for Development Information Technology

Kamwenja Teachers' Training College Kenya Institute of Curriculum Development

Ministry of Education

Ministry of Education Science and Technology

Open Distance and E-Learning

Statistical Package for Social Sciences

United Nations Education, Scientific and Cultural Organization

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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.

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CHAPTE

R O

NE

INTR

OD

UCTION

1.0 Introduction

This chapter presents the background to the study, statement of the problem, purpose

of the study objectives, research questions and the significance of the study. Further

entailed are the limitations and delimitations, assumptions as well as the theoretical

and conceptual frameworks. The definition of significant operational terms were

included.

1.1 Background of the Study

Teacher training colleges are like "incubation and innovation" centres for skills and

knowledge creation in any country and for this, public primary teacher Training

Colleges should assume leadership role in education transformation in the swirl of

rapid technological change. There is high uptake of information and communication

technology (lCT) in the world and as a member of the global family, Kenya should

take full advantage of the innovation in education in order to reap the full benefits of

[CTs to effectively turn-around itsteachers' pre-service and in- service programmes.

UNESCO (2002) urges teacher education institutions and programmes to provide

leadership for pre-service and in- service teachers' programmes and model the new

pedagogies and tools for learning.

Goko (2012) notes that education helps to mitigate poverty and its effects by

developing human capital, consequently increasing the level of social and private

benefits. ICT is key to effective education delivery. Nevertheless, an obvious

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Kenya is among the 3rd world countries that have not effectively embraced lCT (Tendai, 2014). The UN and the World Bank enthusiastically uphold Information and Communication Technology meant for progress (ict4d) as an avenue of promoting ICT in all sectors. As per the EU, the importance of Information and Communication Technology has its roots in its capacity to build entry to ICT m marginalized regions relative tothe technical knowhow ideally.

Kozma (2000) posits that lCT is at the centre of education reform efforts that involve its use in co-ordination with the changes in curriculum, teacher training, pedagogy and assessment. ICT is an effective tool that, if well integrated forms a key pillar of education and training (Tomar and Kumari, 2005). Use of ICT inpublic primary teachers training institutions in Kenya would have requisite ripple effect to

the economy and the society by creating a digitally enabled economy that will be responsible for generating economic growth and prosperity (Bollon, 2006).

Information and communication technology integration is not new in Kenya as other technologies other than digital have been used in education practice before (Goko, 2012). They include radio, telephone and television in school broadcasting programmes. What is new is the technology of using micro processor in computers (Farewell, 2007). The Government of Kenya recognizes the potential [CT has to

boost the accessibility of quality schooling resources via interactivity and universal access and by distribution of information, resources and databases rapidly and less costly, irrespective of regional disparities (World Bank, 2003). Efforts to implement ICT in Kenya's learning institutions were first started by developing sessional Paper No. I of 2005, where Information and Communication Technology was given significance (Laaria, 2013). The thought was to furnish public schools with ICT

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resources and incorporate it in existing programs so as to address the problems of information society.

Karimi (2009) notes that "full integration of computers into the educational system is a distant goal unless there is reconciliation between teachers and computers. To understand how to achieve a sufficient level of lCT integration, a study had to be conducted on teachers and identify what makes them use computers effectively.

There has been growing advocacy for computer application in teaching and learning process from the last quarter of the

zo"

century, to date. Papert (2007) encourages that there is need to set out to grow "a new education culture" in an environment permeated with particular use of "computer culture". lCT enabled communications build human capabilities and freedoms and also offer students the opportunity to learn how to use electronic tools to access information and develop research skills m solving problems (Spencer and Smith, 2009). UNESCO (2004) laid down strategies of moving education from approaches based on memories and repetition of facts to a vision of meaningful and relevant learning. The United Nations andthe World Bank have also reported that ICTcan increase access to education network for teacher-trainees and broaden availability of quality education materials for emerging global economies (World Bank, 2003).

Kamwemja Teachers College (KAMCO) has made tremendous strides in its quest to integrate quality lCT. Apart from infrastructure installation, internet connectivity, technical support and development of digital content, the most important factor is the teacher training in lCT skills. But these skills are never utilized when these first - order (external) barriers are resolved, "teachers do not automatically use

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technology to achieve advocated meaningful outcomes", (Pachler et aI., 2013).

Owing to this factor, teachers need to consider the internal obstacles derailing ICT

incorporation by tutors. Internal obstacles are associated to tutor related variables

and processes that affect their teaching behaviour and approaches towards learning

(Sang, 2010). These are disguised and intensely entrenched in every day practices

(Ertmer, 2005). Instances of these inside obstacles are among others: instructors'

beliefs, instructors' self-efficacy and instructors' feelings.

Preston, Cox, and Cox (2000), state that in order to integrate ICT, a teacher: (l)

ought to consider that the application of the technology can more successfully

address educational aims or accomplish elevated rank objectives than could

otherwise have been accomplished and (2) must believe that he/she has the

assurance, capability, and admission to essential materials to use the technology in

instruction and learning procedures. The research endeavored to establish that: tutor

educational bel iefs (constructivist and traditional beliefs), tutor self efficacy beliefs,

tutor perceptions, (about ICT/ ICT policies), tutor attitudes to use ICT, tutor ICT

motivation, tutor computer self efficacy, inter alia, are major determinants of

effective ICT use in teacher training. This, if well implemented would resonate well

with the Jubilee Government's laptop project for standard one pupils. The initiative

to integrate ICT in teaching and learning process was anchored in Kenya's sessional

paper No. I of 2005 and further provided for in the National ICT Policy of 2006.

JCT is given more prominence in Kenya's Vision 2030, which aims at

industrializing the country by using JCT to propel it to middle level economy by

improving security, lowering the cost of doing business and making Kenya a safe

and viable business destination in the year 2015 and beyond. Already this vision is

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within sight. What with the plethora of ICT innovations, among them the M-pesa

money transfer platform, which is transforming lives and providing an enabling

environment for doing business in Kenya!

1.2 Statement.of the Problem

Kenya's vision 2030 (GOK, 2007) aims at industrializing the country by using ICT

to propel it to average level financial system by enhancing safety, reducing the

price of conducting business and giving Kenyans with a forthcoming operational

atmosphere amongst others. One of the flagship projects in attaining vision 2030 is

education, in which teacher training course should be modernized to foster needs

and aspirations of Kenyans in the twenty first century. Regardless of its significance

and the approaches set in place by the nation on accomplishment ofICT in schools,

studies have recognized that these schools are not efficiently using rCT to sustain

education, instruction, research and administration as planned by the Kenya National

ICT Policy (Laaria, 2013). Meori (2007) postulates that in spite of efforts by

different stakeholders and the significance of lCT in schooling, the national ICT

strategy has to a great level stayed behind in draft structure.

Regardless of its significance and approaches designed by the government to apply

lCT in educational institutions, investigations conducted in many schools and

colleges in the country have identified that the majority of them are not leT compliant to sustain learning, instruction and administration behavior as

anticipated (Manduku, Kosgey and Sang, 2012). Laaria (2013) stipulates that regardless of efforts by different players and the significance of ICT in education

sector, the national ICT policy on education of 2006 has received inadequate

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achieved over 41% implementation of [CT in classroom in public secondary

schools, the percentage remains significantly small in Kenya. This may be as a result

of the unsuitable tactics implemented by the government by not paying due attention

to teachers' skills, attitudes and reactions towards these new tools. This study

examined at length the issues at stake, with regard to the level of [CT adoption in

teaching and learning in Kamwenja Teacher's Training College.

1.3 Purpose of the Study

The purpose of the study was to establish the factors that influence lCT application

in teaching and learning process at Kamwenja Teachers' Training College in Nyeri

County, Kenya.

1.4 Objectives of the Study

The objectives of this study are:

1. To assess lCT infrastructure in academic departments in Kamwenja TTC

2. To investigate the level of lCT skills among tutors and students in Kamwenja

TTC.

3. To establish the degree to which lCT is integrated 111 teaching learning

pedagogies in Kamwenja TTC.

4. To investigate the challenges affecting adoption of lCT in teaching and learning

in Kamwenja TTC

5. To suggest ways of enhancing adoption of lCT 111 teaching and learning in

Kamwenja TTC

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1.5 Research Questions

I. To what extent does JCT infrastructure in academic departments influence

application in teaching and learning process in Kamwenja TTC?

2. To what extent does the level of ICT skills among tutors and students influence

application in teaching and learning process in Kamwenja TTC?

3. To what extent is ICT integrated in teaching and learning pedagogies 111

Kamwenja TIC?

4. What are the challenges affecting adoption of ICT in teaching and learning in

Kamwenja TIC?

5. What are the interventions for enhancing adoption of ICT m teaching and

learning inKamwenja TTC?

1.6 Significance of the Study

The information gathered from this study would help education stakeholders to

understand factors that affect the application of ICT in the education system and

make relevant decisions. The ministry of education would use the findings to

formulate appropriate ICT policies for use in teacher education in line with the

National JCT policy (2006). The college management would use the findings in

deciding on the type of ICT infrastructure to acquire as well as the technical support

necessary. The curriculum designers would discover the outcomes of this research

essential in mounting the digital information that would exploit the latent of leT in

education. The KAMCO tutors would better understand how technology affects their

instructional materials positively in class and may find it necessary to adopt the

available ICT resources in the college. Other teachers' training colleges would find

the results critical in developing educator courses to enhance pre-service and

in-service ICT training thus improve their lCT application in the classroom. The study

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would form valuable reference materials to both tutors and teacher-trainees to the

research topic in the education subject for the PI course. The community would

benefit from human capital development of leT infrastructure in colleges, and that

will cascade down to the entire Kenyan society.

1.7 Limitations of the Study

Some of the respondents were not willing to disclose information about their

institutions due to fear that by giving such information, the organization would be

exposed in a negative way. Further, due to the busy nature of work at the institution,

it was anticipated that respondents would not be fully available when required, thus

delaying the data collection procedure.

1.8 Delimitations of the Study

The researcher however recruited, trained and engaged a research assistant to help in

data collection. The researcher further explained to the respondents on the

importance of the study and the ethical requirement of confidentiality of information

provided by the respondents. The study was confined to the five objectives of the

study. Further, the study was undertaken at Kamwenja Teachers Training College

and the respondents were the tutors and students who are directly involved inthe

learning process.

1.9 Assumptions of the Study

During the study, it was assumed that the respondents would be available during

data collection, and that they would be honest in responding to research instruments.

Also assumed was that the study would enhance a community of practice among

stakeholders of Kamwenja and that this would trickle down to the grassroots where

the teacher trainees come from.

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1.10 Theoretical Framework

This study was based on constructivists' learning theories whose foundations are in

Jean Piaget's studies on intellectual growth and in Brunner's and Vygostsky's

conversational and normal technological dimensions (Driscoll, 1994).

Constructivism premises of schooling presuppose that the information acquired

concerning worldwide isnot just areproduction of the exterior environment that was

placed into our minds by some learning procedure (Magambo, 2007). Magambo

(2007) further posits that in a constructivist knowledge atmosphere, learners create

their individual information and relate it to fresh jobs, environments and

surroundings, incorporating the innovative information into their previously

accessible information systems.

Constructivism posits that significant knowledge arises when learners create and

present their connotation to the information based on their previous familiarity

(Fosnot, 1996). Schunk (2000) also holds that correcting learners help in their

learning. Circumstances that promote such information creation comprises of an

instructional approach that is referred to as "cognitive apprenticeship", the genuine

application of instruction jobs and experience to numerous viewpoints (Biehler and

Snowman, )997). Agherdian (2007) asserts that constructivism as a theory and pedagogy shifts learning from teacher-centered (traditional approach) to learn

er-centered approach.

Kaffash et al (20I0) contend that the accomplishment of any instructive work is

fundamentally combined with the connection amid the instructor and the student.

Such activities come about within the school environment, which are also

predisposed by outside features at the district, regional and National levels. Thus the

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whole program for learning lCT practice has to be studied within the three

concentric contexts of micro level (classroom), meso level (school) and macro level

(community). They should be mutually interactive with no distinct boundaries

(Kozma, 1999).

Although research shows that lCT affects students' attitude (Cox et aI, 2004), results

exemplify that lots of aspects reduce the execution of lCT programs. Consequently,

the majority of the traits of computer-based instruction are context reliant, such as

curriculum context, or the managerial set up of institutions; consequently they do not

lie under the stringent control of teachers (Kaffash et aI, 2010). They are somewhat

dependent by school board of management (BOM) and instructional policy

guidelines.

Furthermore, numerous advancements are unsuccessful since instructors do not have

information on the values underlying the advances they are anticipated to carry out,

and have not had adequate instruction in the talents required to apply the technology.

They frequently do not see a fit connecting technology, their objectives and purposes

as instructors (Cuban, 1998). In conclusion, the Impact 2 (2001) recommended a

combination of ICT and mechanical groups for resolving the challenges and

attaining superlative outcomes. This study addressed the factors affecting the use of

ICT in teacher education and how it impacts on students and the community at large.

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1.11 Conceptual Framework: Application of ICT in Teaching and Learning

Process in Primary Teacher Education

Independentvariab~

Extent of ICT infrastructural establishment Dependent variable and integration in pedagogies

Tutors' and students' ICT skills

ICT application in

1-..-+ teaching-learning Challenges m effective and efficient ICT

process use

Factors enhancing effective and efficient ICT use

0 Politics

0 Global Economy

Intervening variable

Figure 1.1: Conceptual Framework Source: Author (2015)

11

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1.12 Operational Definition of Terms

Application of ICT: Use of lCT to enhance and create rich environment tohelp

each individual teacher-trainee develop a depth of

understanding and critical thinking.

Refers to the information available for download or

Digital content:

distribution on electronic media such as an e-book or

tunes song. Forms of digital content include information

that is digitally broadcast, streamed or contained in

computer files.

Refers to the inequality to access to lCT services such as

telephone, computers and internet.

It is a branch of philosophy that studies knowledge. It

translates into issues of scientific methodology: how one

can develop theories or models that are better than

competing theories. Constructivism assumes that

knowledge is constructed from scratch by the learner,

Physical equipment/ hardware and software that enables a

networking to function.

Information and Communication Technology (ICT): include technologies both

Digital divide:

Epistemology:

ICT infrastructure:

Innovation:

traditional (radio, television, print and video) and internet

(virtual reality, distance education, mobile phones etc) that

are intended to fulfill information and communication.

An idea, practice or object that is perceived as new by an

individual.

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IT capacity building: The procedure of crafting or improving local human and organizational abilities to use information technologies

(IT) to perform specific tasks in organizations in order to

attain organizational objectives, and it is based on the

idea of human capital - that individual people invest

themselves either at an individual or social level in

education, migration or health for the sake of present or

future gains.

Refers to the inequality in the capability and skills to Knowledge- divide:

Paradigm shift:

Pedagogy:

Technical support:

generate and use knowledge

Refers to a change in basic assumptions within a ruling

theory of science.

Commonly defined as the science and art of education. It

refers to the actual teaching skills a teacher uses to impart

content knowledge related to a specific subject.

Are basic skills to overcome technical problems when

ICTs are applied: It can be provided by the technical staff

both in the college or external service providers.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents a review of the studies undertaken by past researchers in

relation to leT and application in teaching and learning. The chapter entails the

overview, theoretical review, empirical review as well as the gaps to the study. The

reviews enabled the researcher to conceptualize the study and then undertake the

primary sourcing of data for the study.

2.1 Information and Communication Technologies (ICTs)

Information and communication technologies (leTs) are a variety of electronic

technologies that can comprise a broad collection of media, such as telephone, fax,

television and radio. New leTs can embrace the Internet, e-mail, computers, mobile

phones, digital cameras, databases and portals. The spread of leT is rampant in all

parts and its utility across various processes in organizations is seemingly beneficial,

(Baro, 2011). Global education systems needs to apply l'C'T in teaching learners in

this era of technology. Alam and Islam (2008) declared that for the past two

decades, the majority of urbanized nations have observed momentous

transformations that can be related to information and communication technologies

(K'Ts). These multidimensional transformations (technological, monetary and

economic, cultural, social and geo-political) have been witnessed in nearly all

aspects of life: economic, education, communications, leisure, and travel.

Additionally, the transformations experienced in these nations have led to the

knowledge society.

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ICTs have made it probable to locate rapid access to, and sharing of data as well as

new methods of conducting business in actual time at a lower cost. The intentional

use of communication to foster development is not new. According to Walker and

Shepard (20 11) so-called Development Communication research during the 1960s

and 1970s placed the position for the majority accessible growth programs and

institutions in the area of ICT, with Wilbur Schramm, Nora C. Quebral and Everett

Rogers being significant figures in this educational discipline. In contemporary era,

ICT has been separated into three periods. As information and communication

technologies progress, so does ICT: more lately it has been recommended that large

information can be used as a significant ICT instrument for growth and that it

symbolizes anormal progression of the ICT pattern.

Through the past two decades the development and capabilities of ICT have changed

the way we converse, exist and learn.· It has transformed the modern society to

knowledge culture (Kozma, 2004). The inventive aspects of ICT and its use

facilitate individuals to improve the value of life via the upgrading of instruction and

learning. That is the reason ICT is thought as a "transformative tool" and also a

mind tool. Jonassen et al (2003) postulates that inthe framework of schooling, these

new-fangled ICT equipments may function as " cognitive tool kits" and academic

associates that permit individuals of this age to generate new information from

distinct bits of information personally or collectively, by use of multiple resources

(Alam, and Islam, 2008).

Njuru (2011) accords that the Government's general plan for national expansion is

incorporated in its Vision 2030 document, which was agreed upon in 2007. Its

object is for Kenya to become a'internationally competitive and affluent nation with

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an elevated excellence of life by 2030.' It rests on three pillars of economic, social

and political development with determined objects for developmental advancement,

including a predictable 10% rate of increase in GDP p.a. from 2012. The leT

segment appears in this vision for national progress, with a meticulous importance

on commercial procedure outsourcing (BPO), consequently redefined m

development planning documents in the more extensive term 'IT-enabled services'

(ITES). An important part of the accountability for bringing out these leT-enabled

enlargements aims lies with the leT Board, which was established in 2007 to

encourage Kenya as a target for business procedure outsourcing, build leT

capability inside the country, and manage other leT-enabled expansion

involvements.

2.2 I'C'I'Infrastructure in Academic Departments

Infrastructure is an additional contextual aspect distressing leT implementation m

schools. The resources requisite for the application of K'Ts in instruction includes

physical space, fittings, power and internet connectivity (Gulati, 2008).

While the accessibility of such infrastructure may not be a confront in developing

countries or in schools in prosperous areas, their accessibility (or ease of acquisition)

in underprivileged schools is not certain (Garcia, 2004). Devoid of a steady and

dependable power supply, it is intricate for the ordinary running of fC'f amenities.

Law (2009) opines that the school managers are in a situation where they can extend

and execute strategies and plans for the school and choose what the teachers have to

give priority during the school year. Nevertheless, it seems that Norwegian school

managers hardly ever use their power for initiating transformations in school culture,

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for example through specialized growth programs or teacher partnership

inventiveness (Ottestad, 2008, 20I0).

2.3 The level of ICT skills among tutors and students influence application

in teaching and learning process

Fundamentally, accords Tee (2011) that the sluggish access to fundamental ICT

equipments, poor internet connectivity of the computers and the insufficiency in the

use of audiovisual learning resources and equipment including films, slides,

transparencies, projectors, globes, charts, maps, bulletin boards, plus programmed

materials, information retrieval systems and instructional television in teacher

education programmes are challenges to the effectual and specialized improvement

of instructors. Consequently managers and instructors ought to make instructive

technology an essential part of the instructional process to offer a comprehensible

exhibition of the way to apply ICT in teaching. This can tackle the individual's

instructors and students' needs and common concerns of the instructional process in

Kenya. According to Abas, et al. (20 I 0) any teaching programme is thus concerned

with enhanced method of conducting business or carrying out a range of actions in a

specialized method via application of ICT methods.

2.4 ICT Integrated in Teaching and Learning Pedagogies

Olakulehin (2007) gave emphasis on ICT being applied as teaching aids are vital in

the instructional environments, relatively than being a complement to the teacher.

The pervasiveness of [CT has brought about rapid changes in technology, social,

political and global economic transformation. However, Abdous, M. & Yen, C.J. (20 I0) opine that the educational field has been affected by the impact of

information and communication technology. Incontestably, ICTs ha ve intluenced on

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the superiority and amount of instruction, learning and studies in teacher education.

Consequently, lCT offers chances for student-teachers, teaching and non teaching

personnel to converse with each other efficiently throughout official and unofficial

teaching and learning situations (Yusuf, 2005). In the same situation, teachers

require guidance not only incomputer literacy but also in the application of a variety

of kinds of instructive software in teaching and learning (Ololube, 2006). Besides,

they require to study how to incorporate lCTs into their classroom roles and school

organization. The excellence of teachers is recognized in nearly all countries to be a

critical determinant of students learning (Ololube, 2006). Therefore, teacher training

is improved using lCTs because lCTs can facilitate teachers training and enable

them obtain complete benefits of the abilities of technology to improve student

learning (UNESCO, 2003).

Teachers taking part in a group of students come across instructional environments

that support and identify the significance of thought occasions and highlight the

centre of joint communications and numerous viewpoints in the thought procedure

(Smith et al 2003). When teachers contribute in these communities, their

contribution steadily changes from a marginal to vigorously rising involvement that

is habitually unintended and relatively premeditated. These supportive and

thoughtful learning occasions are connected to the social- constructivist theory, in

which students enthusiastically and helpfully create knowledge (Vygotsky, \978).

These collaborations for example, engage a number of associate colleges that

operate to counsel educators, advised/supervised by teacher trainers from higher

education institutions- who together with teacher students discover and think about

instruction (Davis, 2003).

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Tutor self-efficacy is acknowledged as a vital aspect that explains personal

individual disparities in instruction efficacy (Sang et al.20 10.) Teachers with a

strong sense of self-efficacy are open to new ideas and more enthusiastic to try with

modern methods, demand for superior instruction techniques and try with a variety

of teaching resources (Allinder, (994). Self-efficacy in relation to computers refers

to a individual discernment of potentialities to influence computers (Compeau and

Higginns, (995). Computer self-efficacy is optimistically interrelated with an

personal eagerness to prefer and contribute in computer connected activities,

expectations of accomplishments in such activities and perseverance or effectual

handling behaviours when faced with computer connected challenges (Campeau and

Higgins, (995).

Tutors with elevated altitudes of self-efficacy on lCT utilize computers more

frequently and practice a smaller amount of associated apprehension and

technophobia. Additionally, tutors with lesser altitudes of self-efficacy about ICT

turn into additional upset and are uneasiness and falter to use computers when they

bump into challenges. Ropp (1999) uses the term, "computer self-efficacy"; to

maintain that while many teachers have optimistic thoughts to the use of educational

technologies, they do not essentially trust in their own capabilities to apply

technology in their classroom. Compeau, Higgins and Huff (1999) did a longitudinal

investigation to test the impact of computer self-efficacy beliefs, result expectations

and nervousness on computer application. Their research findings point out that

computer self-efficacy beliefs have a significant positive influence on computer use

(Sang 20 I 0).

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Information and communication technologies facilitate teacher education

extensively. On the positive side, there exist numerous accounted advantages of

initiating and applying lCT as an element of the instruction process in the classroom.

Mullamaa (2010) argues that there are noteworthy paybacks inapplication of leT as,

part of the instruction and learning procedure as long as instructors identify the

connection amid application of lCT and the general curricula. With regard to the

Kenyan conditions, the ICT strategy for teaching also pressures the significance of

incorporating fCT in the curriculum, relatively to training regarding ICT.

Additionally, there exists necessity for meticulous curricula preparation for

victorious incorporation of ICTs.

Haddad and Jurich (2002) assert that dissimilar ICTs do create some precious

impacts to a variety of parts of instructive improvement and effectual learning

through increasing access, supporting effectiveness, promoting the excellence of

learning, promoting the value of instruction and enhancing organizational systems.

Roberts (2013) addresses on how the application of lCT techniques can improve

instruction in the classroom to progress student achievements and give access to a

diversity of educational resources, (Hayes, D. (2007). Nevertheless, potentialities of

lCT for learning may not be achieved devoid of an effectual academic plan put in

action facilitating solid choices on instructing with lCT while ensuring the essential

equipments are put in place, having adequate pertinent content, prioritize specialized

advancement and choose on how itmust be incorporated.

2.5 The Challenges Affecting Adoption of ICT in Teaching and Learning

There are numerous obstacles facing the implementation of ICTs in teacher training

universally. These obstacles encompass incomplete ICT infrastructure, deficiency of

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information Iiteracy in tutors and tutor trainers fear of technology, deprived or lack of connectivity, insufficient instruction materials which include associated

instructive resources, course curriculum and other learning resources, feelings of teacher-trainees and teacher-trainers which designate unpleasant lack in independent

learning talents and unwillingness to take accountability for their own learning, software license and exceedingly exorbitant prices linked with the safeguarding and technological support as well as deprived power provision (Gao, 2010).

It is upsetting to observe that some education institutions are still low use of leT in

teacher training programmes. Law (2009) states that the discrepancy in accessing

knowledge and technology is caused by numerous and varied troubles including, short bandwidth for internet access, shortage of finances to embark on complete scale computerization, uneven supply of electricity, insufficient working telephone

lines and other infrastructural amenities desirable to sustain the proficient and

effectual introduction and growth of the technology.

There is also a scarcity of human ware for effectual operation of software and for maintenance. Qualified programmers, engineers and technicians are uniformly hard

to find and when they are found, the (public) education sector cannot manage to pay to hold them as competition from the private sector is severe. Mullamaa (20I0) opines that this deficiency of manpower results to a combination of other numerous challenges. Teachers can only pass on skills and thoughts to the students, if they are masters of their trade and they are at the cutting-edge of information and advancement in their subjects of specialization. This is unluckily the situation in Kenya's educational institutions; the majorities of teachers in all levels of the education system have negligible or little IC'F skills and barely use accessible

(33)

chances to expand them. This generation cannot endure the obstacles posited by the

modern social realities with this level of unawareness, technophobia and information

paranoia of the instruction personnel. This expansion, consequently calls for a

re-thinking of the methods that are adopted for teacher training in order to improve the

force towards considerable advancement.

Huang and Liaw (2005) also posit that that amongst the aspects that influence the

triumphant application of.leT in instruction, tutors' feelings on use of computers

perform a critical purpose. A study by van Braak et al (2004) also maintains that,

classroom application of computers was powerfully affected by attitudes towards

computers. Furthermore, it's imperative to realize what affects pre-service tutors'

feelings on computers application in instruction (Fisher, 2000).

2.6 The Interventions for Enhancing Adoption of I'C'I' In Teaching and

Learning

Kenyas' leT policy (2006) sets out the National aims, principles and strategies for

the delivery of leT to improve the livelihood of Kenyans. The Ministry of

Education (MOE) introduced the National leT strategy for education and training

(Farrell 2007). The [eT policy gives an opportunity for establishment of grass root

based infrastructure for knowledge sharing (Mureithi and Munyua, 2006). An leT

plan itself does not mechanically effect in the implementation of innovation except

all players concerned are obviously thoughtful of this plan, (Sang, 20I0). Fullan

(1991) states that the acceptance of innovation in schools is dependent on the

autonomous procedure of planning transformations by incorporating all school

related actors, (Sang 20I0). More in particular, the discernment of teachers about

this plan is critical. If teachers share the principles articulated within a school plan

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and appreciate the implications, this plan IS more probable to affect the practice

(Kennewell et ai, 2000).

Moon and his contemporaries (DEEP project), agree that the current situation offew

institutions for teachers training to serve in this era, new progress in educators

training ought to focus on materialization of new methods; centralize schools "site

for learning" in the teacher training. The appearance of fresh form of specialized

"communities of practice", operating via modern methods of interaction (Leach et

al: 2004). Instructors require specialized growth of educational applications new

techniques to progress instruction and schooling procedure relative to conventional

instructor training which have not been effective (Magambo, 2007).

2.7 Empirical Review

In their study, Bower, Hedberg and Kuswara (2010) established that the learning

from and learning with leT viewpoint as projected by Ringstaff and Kelly (2002)

presented a good theoretical structure on how JeT might be applied and

incorporated. They supplementary promoted it to embrace the invention and

collaborative magnitudes. These perceptions and viewpoints of learning from and

with l'C'I', with or devoid of production and with or devoid of

association might be used to broaden educational technology structure and theory.

Additionally, this research also recommended the essential function played by the

teacher in the application and incorporation of leT for instruction.

Vanderl inde and van Braak (2010) have designed a hypothetical structure

under! ining the e-capacity of a school. They portray the e-capacity of a school as

"the cooperative capability of a school to realize lC'T in a method that is a level for

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instructional transformation" (Vanderlinde & van Braak, 20 I 0, p. 542). The thought

of e-capacity appears to include two main proportions. First, e-capacity is what the

managers and the personnel of the school can attain collectively by distribution their possessions and enthusiasm. Dexter (2008) also argues, "lCT management must be well thought-out as a school-level property" (Vanderlinde, Dexter & van Braak, in press, p. 4). Second, the e-capacity thought also lay emphasis on that the group is enthusiastic and able to go through transformations and gain an inventive application

of ICT. Other researchers - i.e. Kozrna (2003), Erstad (2008), Drent & Meelissen

(2008) and Ainley et al (2008) - also support the significance of discovery with

technology.

Nonetheless, according to Ainley et al (2008), the school system is short of suppleness, and therefore, the execution of ICT is frequently founded on applying

technology to uphold the conventional educational structure (Erstad, 2008). Generally, one constraint in the e-capacity structure is the deficiency of explanation information, not only of the instruction circumstances, but moreover of the

procedure of incorporating ICT in instruction. Instructors' skills and enthusiasm to approve ICT is frequently connected with sociological aspects such as age and

instruction familiarity using [CT (Cox &Marshall, 2007).

Instructors' approach to pedagogy may have an effect on whether the ICTs should

be incorporated into the instruction and education procedure. If an instructor supposes in and grasps on to conventional techniques of instruction, he/she may not

be probable to transform his/her techniques to utilize ICT in instruction and learning. On the contrary instructors with the principle schemes were more disposed to constructivist

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principles and are supplementary expected to vision students as vigorous contestants

in the educational procedure and consequently, enthusiastically incorporate leT in

their instructional practices.

2.8 Summary

The study gathered its literature on leT integration and its attending challenges from

both developed and developing countries. It is the view of this researcher that these

challenges face both developed and developing countries but in varying degrees.

They are more critical inthe less developed world, though.

Regionally, Kenya is the trailbrazer, when compared with the other two East African

traditional partners. Rwanda and Burundi are leT compliant in the newly formed

East African community. The research sought to establish relevant literature from

the best practices to enable Kenya realize its laptop project that the Jubilee

government has promised to implement in favour of class one pupils in 2014. This

is a major milestone in response to the global clamour to use the new leTs to teach

students knowledge and skills for the 21stcentury.

To do this, there is need for Kenya to lay its foundations carefully in terms of

workable policy for IC'T. It needs also to be alive to the technological changes and

the attendant paradigm shift. The pedagogical approaches are to be in tandem with

ICT integration in teacher education. There are impediments in IC']"integration that

might hinder smooth implementation of leT in Kenya. They are in respect to teacher

attitudes towards leT in education, teacher IC'T motivation and teacher lCT policy.

These issues are discussed with a view to remove the hiccups the government might

experience in its noble endeavor of bridging the digital-divide.

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Further, Kenya should put in place mechanisms that will make education affordable

by using methods of mass education. One way of doing this is the use of the modern

techniques for provision of numerous educational opportunities to the Kenyan

society. Web based learning has become fashionable in urbanized and emerging

countries. It is popular because once the enabling environment has been put in place

the ultimate goal achievement are cost- effective and self-regulating. In a nutshell

the government has to make the cost of owning computer hardware affordable as

well as ensuring there is internet connectivity to make on-line learning a reality.

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CHAPTER THREE

RESEA

R

CH METH

O

D

O

LOGY

3.1 Introduction

This chapter describes the methodology of the study, research design, locale of the

study, target population, sample of the study, research instruments, validity and

reliability of the instruments and the data analysis techniques.

3.2 Research Design

Research design is the overall plan for collecting data in order to answer research

questions. This research adopted case study design. Case study research design

studies a single unit, viz an individual, a group, an institution, an organization or a

community. Data is generated from this unit. It examines the unit in depth. The

study is descriptive in nature and data and information were collected based on the

views and perceptions of tutors and students in regard to lCT application at

Kamwenja Teachers Training College. The in-depth study of an individual, group

or an institution enables aresearcher to determine the factors and how they influence

the current behavior or status of the subject(s). The preferable techniques for

gathering data in case study design are: observation, interviews and questionnaire

(Sekaram, 2007). It is therefore appropriate for the current study as it endeavors to

investigate the effective and efficient lCT application in the teaching and learning

process at KAMCO.

3.3 Variables

The dependent variable for the study is the influence of ICT on the effective

teaching and learning process in institutions. The factors influencing application will

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compose the independent variables and include and not limited to: leT

infrastructure in academic departments; the level of ICT skills among tutors and

students; the degree to which ICT is integrated in teaching learning pedagogies.

Further, included are the challenges affecting adoption of ICT in teaching and

learning and interventions of enhancing adoption of ICT in teaching and learning in

Kamwenja TTC.

3.4 Locale of the Study

The study was conducted at Kamwenja Teachers' Training College, Nyeri County,

Kenya. Kamwenja T.T.C (KAMCO) is approximately 160 kilometers, North of

Nairobi. It is one of the 22 public primary teachers training colleges in Kenya. The

college is connected to the national electricity grid. It has a good number of

computers and it also enjoys some internet connectivity around the tuition area. The

study looked into the challenges of adopting and application of ICT and the

hindrances to its integration in the learning curriculum at Kamwenja TIC.

3.5 Target Population

Orodho (2008) notes that identifying the population that is targeted for the study is

significant as it assists the investigator to formulate choices based on sampling and

resource utilization. This is a case study at KAMCO in Nyeri County, Kenya. The

college is co-educational with a student population of 925 and 75 tutorial staff. This

was the target population for the study.

3.6 Sampling Technique

Kombo (2006) notes that investigators choose a sample owing to a variety of factors

that might hamper studying the total population; while Sekararn, (2007) states that

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sampling methods are plans or processes that are used to choose a sample from a

target population. Stating the sample size and sampling process is imperative in

order to institute representativeness of the sample for general ity (Gay 2002).

Stratified random sampling was applied to choose respondents in order to ensure

that each layeris adequately represented in the sample. Simple random method was

thereafter used to select respondents from the various strata. These included; the

administrative staff, the teaching staff and the students.

3.7 Sample size

The target population comprises the (Principal), seven academic departments

(education, languages, integrated science, social sciences, mathematics, creative arts

and K'T subject) and a student body comprised of first years and second years.

To ease data collection the target population was sampled by stratification at 10%.

The sample size was thus comprised of Iprincipal, 8 tutors and 92 students totaling

to 101 respondents.

Table 3.1: Sampling Frame

Category of respondents Target population Sample size Percentage

0/0

Students 925 92 10

Tutors 75 8 10

Principal 100

3.8 Research Instruments

Questionnaires were used as the main instruments for data collection. An interview

guide was used however, to gather information from the Principal to establish the

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ICT policy and use of ICT in the college. According to Kombo (2006),

questionnaires are widely used to obtain information about current conditions and

practices and to make enquiries concerning attitudes and opinions quickly and in a

precise manner. Orodho (2008) notes that questionnaires provide a cheap means of

collecting data from a large number of a population. The questionnaires collected

bio-data of tutors and students, background information of the college and the use of

ICTs in teaching and learning.

3.9 Piloting

This is the process of exposing the instruments to a small number of respondents to

test the validity and the reliability. The instruments were piloted in two departments

and forty students -twenty from either year. The piloting helped the researcher to

eliminate any ambiguity in the research instruments to ensure they generate valid

and reliable data. The tutors and the students that took part in the piloting were from

aneighbouring diploma TTC which was not part of the study sample to avoid biased

results of the study.

3.9.1 Validity of the Instruments

Validity is a measure of how well a test measures what it is supposed to measure

(Kombo 2006; Orodho, 2009; Mugenda 1999). Validity is the degree to which atest

measures what it is supposed to measure (Gay, 2002). The validity was established

through close consultation and expert judgment of the researcher's supervisors who

verified the validity of the research instruments that were used in the study.

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3.9.2 Reliability of the Instruments

Reliability is the measure of the degree to which a research instrument yields

consistent results after a repeated trial (Mugenda and Mugenda, 1999; Orodho,

2009). Test re-test method was used to test the reliability of the instruments. Test

re-test technique involved administering the same instruments twice to the same group

within two weeks. Reliability correlation coefficient (r) were calculated using the

spearman's rank order Rho(r).

Where:

r spearmans coefficient of correlation

d difference between results of pairs of the two variables.

n the number of pairs of observation

A correlation (r) higher than 0.75 is recommended by researchers (Ordho, 2009).

This was considered high enough to judge the instruments as reliable.

3.10 Data Collection Techniques

The letter of introduction to conduct this study was sought from the graduate school

and other relevant authorities. The letter was taken to the National commission for

science, technology and innovation (NACOSTl) for the research permit. The District

Education officer for Nyeri central was contacted to inform him/her of the

impending research in the district. The researcher visited the sampled respondents

and administered the questionnaire. Appointments to the sampled respondents were

sought prior to the visits to avoid any inconveniences. The researcher emphasized

that the information given would be specifically for the study and that it would be

private and confidential and reveal ing respondents' names was not necessary.

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3.11 Method of Data analysis

Orodho (2009) defines data analysis as the process of systematically searching and

arranging completed research instruments after field work, with the aim of

increasing understanding and hence enabling one to present them to others. Data

collected was coded, cleaned and analyzed using frequencies percentages and

means, standard deviation, correlation (r) and p-value regression method. The

coding involved arranging the data to show occurrence of the different responses to

the matrix questions, closed ended and open ended items. Tallies were calculated

against each question and their frequencies recorded. The frequencies and

percentages as well as Karl Pearson's correlation coefficient and the regression

methods were adopted during the analysis. This was supported by the computer

package of Statistical Packages for Social Studies (SPSS) VERS ION 21. The data

was then presented in terms of graphs and tables, in the course of discussing the

findings. It is from this that the researcher was able to draw inferences, conclusions

and recommendations.

3.12 Logistical and Ethical Issues

The researcher personally administered the instruments to the respondents. An

informed consent was sought from all the respondents so that they voluntarily

participate. The information so collected was confidential and used only for the

purpose of the study. Clarifications were given to respondents where there arose

need. There were no threats or victimization whatsoever, to the respondents who

declined or withdrew from the study. The consent of the respondents was ensured as

well as confidentiality of information provided during the study. Respect for gender,

minorities and people living with disability were a core value during the study.

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CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 Introduction

This chapter covers the results and discussions. The general objective of the study

was to establish the factors that influence lCT application in teaching and learning

process at Kamwenja Teachers' Training College in Nyeri County, Kenya. More

specifically, the study sought to: assess lCT infrastructure in academic departments

in Kamwenja TTC; investigate the level of lCT skills among tutors and students in

Kamwenja TTC; establish the degree to which lCT is integrated inteaching learning

pedagogies in Kamwenja TIC; investigate the challenges affecting adoption of lCT

in teaching and learning in Kamwenja TTC; and to suggest ways of enhancing

adoption of lCT in teaching and learning in Kamwenja TIC .. The reliability and

viability of the data collected for the study was determined through pre-testing by a

pilot study.

Table 4.1:Response Rate

Questionnaires Frequency Percent (%)

Returned 101 100.0

Unreturned

o

0.0

Distributed 101 100.0

Source: Survey data, 2015

4.2 Response Rate

The study achieved a response rate of 100.0% with all the 101 respondents targeted

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sufficient for a study and reporting; a rate of 60% is good and a response rate of 70%

and over is excellent. This research consequently achieved an excellent response rate

as presented in table 4.1 below. This can be attributed to the fact that the researcher

works at the study area and was hence able to have an adequate access to the

respondents.

4.3 Demographic Information

This section captures the respondents' category as whether tutor or students, gender,

educational backgrounds, as well as subjects taught or studied, described and

presented in figures and tables below.

4.3.1 Response by Category

The study sought to determine the response by category, that is, student or teacher.

This would help determine the response rate by category and assure adequate

representation of the categories. The finding is as presented in figure 4.1 below.

100

90

80

70

60

50

40

30

20

10 o

Students Tutors Principal

Figure 4.1: Response by Category

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As presented in figure 4.1, students registered the majority, 92 (91

.

0), followed by

teachers as indicated by 8.0% of the respondents then the principal,

1 (1

.

0%). As

such,

as anticipated, proportional to the targeted population,

students were the

majority respondents followed by the tutors and then the principal

.

In this regard,

the

study can be deemed representative of all the determined categories.

4.3.2 Response

by

Age

The study also deemed it significant to establish respondents' ages. This would give

a general indication of the age distribution across both the student and tutor

categories. The finding would also help determine whether or not various age

categories in the institution are adequately represented in the study. Figure 4.2 below

presented the findings.

80

70

C1I

'"

g

60

Co

~ 50

• ..

:0

40

ro C 30

C1I

~ 20

C1I

a...

• Students

• Tutors

10

o

~---

-

==

==-

--

-

=~

~

16-25 years 26-35 years 36-45 years 46- above

years

Age in years

Figure 4.2: Response

by

Age

As illustrated, across the student body population, majority fell within the 16-25

years category as indicated by 76.1% of the respondents, quite distantly followed by

16 .

3% within the 26-35 years category while only 7.6% of the students were

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between 36-45 years of age. Across the tutor population, majority is 46 years and

above as represented by 62.5% of the population, followed by 37.5% falling within

the 36-45 years category. As such, the study can be deemed representative of the

various age categories in the school across both categories. Overall, students can be

said to be largely youthful, with majority below 25 years while for tutors, majority

aremiddle aged, falling above 46 years of age.

4.3.3 Re

sp

on

se

by

Ge

nd

er

To demonstrate the gender distribution and equality in the study area, this research

required to establish the respondents' gender in both groups. Results are presented in

figure 4.3 below.

70

60

50

40

30

20

10

0

Students

.Male

• Female

Tutors

Fi

gure 4.3: Response

by

Ge

nd

er

As indicated in Figure 4.3.3 majority 55% of student respondents, were male, while

44.6% were female. The same trend is observed in the tutor population, with the

majority being male, 62.5%, and female 37.5%. It was further established from the

interview conducted that the principal also falls within the female gender. From the