Teacher training

Tutor Training on the Use of Adaptive Technology Devices for Visually Impaired Student Teachers in Primary Teacher Training Colleges in Kenya

2017-01-01T00:00:00Z

Tutor Training on the Use of Adaptive Technology Devices for Visually Impaired Student Teachers in Primary Teacher Training Colleges in Kenya Ng’etichi, Tuimur Hilda This study assessed tutor training on the use of adaptive technology in the instruction of Visually Impaired (VI) student teachers in primary Teachers Training Colleges (TTCs) in Kenya. The study was based on the diffusion of innovation theory by Rogers which gives a basis for adoption of innovations in institutions and other settings. The study adopted descriptive survey research design. The study population included administrators, tutors and Visually Impaired (VI) student teachers in three primary teacher training colleges which admit student teachers with visual impairment in Kenya. Purposive sampling technique was used to select three deans of curriculum in the colleges while simple random sampling method was used to select nine Heads of Departments (HOD’s) and 93 tutors making a sample of 105 respondents. The instruments used for data collection were questionnaires and interview schedules. Descriptive statistics such as frequencies and percentages were used to analyse the data. The findings of this study revealed that tutor training on the integration of adaptive technology for VI student teachers in primary TTC’s was wanting since tutors’ expertise in the integration of adaptive technology was insufficient or totally lacking. This study recommended in-service training of tutors on the use of adaptive technology devices especially on the use of braille and preparation of tactile diagrams so as to effectively teach VI student teachers in primary TTCs. In addition, the college administration should fully support the use of adaptive technology for VI student teachers and the tutors should be exposed to ways of integrating adaptive technology during the instruction of VI student teachers. The findings of this study are of importance in policy development and implementation on integration of technology in the instructional process for learners with special needs and specifically for those with visual impairments in Kenya and other parts of the world. An Article European Journal of Education Studies

Factors Influencing Integration of Information and Communication Technologies in Public Primary Teacher Training Colleges in Central Region of Kenya

2014-01-01T00:00:00Z

Factors Influencing Integration of Information and Communication Technologies in Public Primary Teacher Training Colleges in Central Region of Kenya Gode, Vitalis O.; Obegi, Felix M.; Macharia, Alice The growth of the global economy and the information based society has pressured education systems around the world, to use technology, to teach students the knowledge and skills they need. This study investigated factors influencing integration of ICT in Public Primary Teacher Education. The objectives of the study were to investigate the extent to which Public Primary Teacher Training Colleges(PPTTC) in the central region of Kenya have integrated ICT in teaching and learning process, the challenges facing the integration of ICT in Primary Teacher Education and to establish the factors influencing integration of ICT in primary teacher education. The study was carried out in four (4) PPTTCs located in the central region of Kenya with a target population of 261 academic staff from which 176 respondents were picked using proportionate sampling. Data was collected using questionnaires and interview schedules. It was analyzed using descriptive statistics: Statistical Package for Social Sciences (SPSS) version 17 and presented with help of frequency table, graphs and percentages. The study found that the factors that influenced integration of ICT in the primary teacher training colleges were: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, and training of personnel in ICT, teacher workload, teacher gender, teacher age, and presence of ICT policy and adequacy of funds. The study therefore recommends that PPTTCs should develop strategies to identify strengths and weakness of various technological resources as well as an evaluation framework. Teacher trainers should also be provided with regular trainings and seminars on how to integrate ICT in teaching and learning process and adopt policies that enhance integration of ICT in the teaching and learning process. An Article Published in Journal of Emerging Trends in Computing and Information Sciences

Influence of Relevancy and Adequacy of Teachers Training on Integration of Digital Technologies in Early Years of Education in Kenya

2018-01-01T00:00:00Z

Influence of Relevancy and Adequacy of Teachers Training on Integration of Digital Technologies in Early Years of Education in Kenya Otieno, Violet R.; Charles, Benson; Aloka, Peter J. O. One guiding principles of Kenyan Basic Education Act 2013 is that education should promote innovativeness, inventiveness creativity, technology transfer and an entrepreneurial culture among learners. However, report from Teacher Performance Appraisal and Development (TPAD) from the ministry of education (Kisumu Central Sub-County) shows a low level of integration of digital technologies in early years of education. The purpose of this study therefore, was to investigate the influence of relevancy and adequacy of teacher training on integration of digital technologies in early years’ of education in Kisumu Central Sub- County. The study objective was to determine the influence of relevancy and adequacy of teachers training on integration of digital technologies in early years of education in Kenya. The study adopted Concurrent triangulation design within the mixed method approach. The study was anchored on Davis (1986) Technology Acceptance Model and Preparedness Theory by Seligman (1971). The study targeted 345 teachers from Kisumu Central Sub-County. The study adopted saturated sampling to sample preschool and grade two teachers, stratified random sampling to sample head teachers and grade three teachers and purposive sampling to sample grade one teachers. The sample size comprised of 90 preschool teachers, 75 grade one teachers, 75 grade two teachers, 23 grade three teachers and 9 head teachers. The data collection instruments were structured questionnaires, interview schedules and focus group discussion. Validity was ensured by expert judgment from university supervisors. Cronbach Alpha was used establish reliability and the subscales met the recommended threshold. Trustworthiness of qualitative data was ensured by use of multiple sources of data. Descriptive statistics, Pearson correlation and linear regression were used to analyze quantitative data. The Qualitative data was analyzed using Thematic Analysis Approach. The findings also indicated a low positive correlation (n=202; r =.292; p<.05) between relevancy and adequacy of teachers training and integration of digital technologies. It was also established that teachers training was not relevant and adequate enough to prepare them for integration of digital technologies in their teachings. The study recommended that the ministry of education to consider organizing refresher courses for in-service teachers on integration of digital technologies. It was recommended that KICD to re –examine the curriculum content of pre-service teachers training. An Article Published in International Journal of Education and Research

Principals’ Staff Motivation and its Effect on ICT Integration in the Teaching of Science in Teacher Training Colleges

2016-01-01T00:00:00Z

Principals’ Staff Motivation and its Effect on ICT Integration in the Teaching of Science in Teacher Training Colleges Omwenga, Ezekiel Nyambega The government of Kenya appreciates and recognizes that ICT literate workforce is the foundation on which Kenya can acquire the status of knowledge economy and therefore, it intends to make education the natural platform for equipping the nation with ICT skills in order to create a dynamic and sustainable economic growth. This study sought to establish the influence of the principal’s staff motivation on teachers’ integration of information communication technology in science teaching in primary teachers’ training colleges. The research objective that guided the study was; to find out how the principal’s staff motivations favour the teachers’ integration of ICT in the teaching of science in Primary teachers training colleges. The study sample consisted of five Principals who were simple randomly sampled and 159 tutors who were obtained through the census technique. The data collected from the study respondents were analysed both qualitatively and quantitatively. The study established that the staff motivation significantly affects the teachers’ ICT integration in teaching of Science. The study recommended that the Kenya government should generate policies to enhance educational agencies such as MOEST, KICD, and KESI to produce guidelines on staff motivation to encourage teachers’ integration of ICT in teaching Science. An Article Published in African Journal of Education and Human Development