Amtallah, A. K. (2020). Institutional factors influencing students’ preparedness on integration of information and communication technology in teaching and learning: Case of Eregi Teachers Training College, Kenya [Doctoral dissertation, University of Nairobi]. University of Nairobi Research Archive. http://erepository.uonbi.ac.ke/handle/11295/152963

Abstract:

“The  study  purpose  was to determine institutional factors that influence students’ preparedness in integrating Information  and  Communication  Technology  (ICT)  in teaching  and  learning:  Case  of  Eregi  Teachers’  Training  College,  Kenya. Study objectives  were to evaluate the  extent ICT  curriculum  influence,  determine  the influence of college ICT infrastructure, and establish the extent of teacher educators teaching approaches  on students’ preparedness in  teaching  and  learning with  ICT integration at Eregi  teachers’ training  college. Herein,  a case  study  design was employed. The  study population  comprised  of 565peoplehaving65teacher educators and 500 second year students. A representative of 20 and 100% of the2ndyear   students   and teacher   educators,   respectively, were   purposively sampled. Hence,  with  the said  proportions,  a  response  rate  of  95and  100%  for second  year students   and   teacher   educators were achieved,   respectively.   Two   sets   of questionnaires on  respective  study  participants were  used  in  data  collection.T he data  on college  ICT  infrastructure  and  indicators  of  ICT  integration  in  teacher education were evaluated through a focused group discussion guide and observation checklist. Validity  and reliability  of  research  instruments  was  determined  by incorporating  recommendations  from  supervisors and  piloted  on  a  few  identical subjects not part of sample of the study using 10 percent of the sample size. Based on  the  reliability,  a correlation  of  0.88and  0.84were  obtained from the teacher educatorsand2nd year students, respectively. SPSS version 20 was used to analyze the quantitative data and results presented in tables and pie charts, however, content analysis  method  was  used  to  analyze qualitative  data. As  of  the background information, basing on gender, the teacher educators was skewed towards the male while  the student was  skewed  towards  the  females.  Majority  of  teacher  educators were  above  40  years with  a certificate  in  ICT.  Notably, 61.6% of  the  teacher educators had teaching  experience  of  over  20  years  with  either  a  Bachelor  of Education  or  Masters  in  Education.  However, with  a  combination  of  the  factors, teacher  educators  appreciate  the  need  of skills  in  teaching  and  learning using  ICT. As worth mentioning,  that  from  the  study, students  are  fully  exposed  to  the  ICT curriculum design used; should be oriented in teaching and learning using ICT as it influences their preparedness. With adequate ICT infrastructure in college, students are  likely  to  be  trained  on  them. Despite  teaching  practice  being  compulsory  in teacher  education,  ICT use in  teaching  and  learning  is  not  a  component in assessment of teaching  practice. Moreover,  it  is  handled casually  as  is  never assessed. In  adoptive  perspective, policy  makers  and  curriculum  developers  of teacher education can infuse ICT in all subjects but retain ICT subject for basic ICT skills.  As  a  result  to make  ICT  subject  examinable  in  PTE, they  should introduce assessment  on use of  ICT  in  teaching  and  learning  as a component  of  teaching practice assessment, invest more in college ICT infrastructure and teacher educators to train on teaching approaches that contribute to ICT use in teaching and learning. Previous studies as  demonstrated  on other colleges had  shown  that  they in fluence the teaching practice on teaching and learning integrated with ICT.”