scholarly journals Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

2020 ◽  
Vol 16 (31) ◽  
Author(s):  
Rose Mwikali Kithungu ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu
Keyword(s):  
Secondary Schools ◽  
Comparative Education ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Ict Integration ◽  
Ict Skills ◽  
Content Preparation ◽  
Integration Of Ict ◽  
Trained Teachers ◽  
Ict Training

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education.

scholarly journals A Teaching Strategy Based Upon a Model of Agentic Learning

2021 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Rose Mwikali Kithungu ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu ◽  
Musembi Nungu
Keyword(s):  
Survey Design ◽  
Teaching Strategy ◽  
Content Delivery ◽  
Ministry Of Education ◽  
Ict Integration ◽  
Test Technique ◽  
The Status ◽  
Integration Of Ict ◽  
Trained Teachers ◽  
Ict Training

ICT integration in educational pedagogy enhances teachers’ content delivery alongside heightening the levels of education. This study was carried out in Machakos County, Kenya to investigate the influence of ICT integration on content delivery by ICT and Non-ICT trained teachers in secondary schools. The study was guided by two objectives; to establish the status of teachers’ integration of ICT in content delivery and to determine the influence of ICT integration on content delivery by teachers. The study embraced descriptive survey design. Ratio proportionate sampling and equal allocation method were employed to get the sample size. Data was collected using questionnaires for the principals, teachers and the students. Test re-test technique was employed to heighten the instruments reliability. Statistical Package for Social Sciences (SPSS) was used to analyse data. Pearson’s Product Moment determined the level of the relationship between the variables. Pearson chi test was employed to present, interpret inferential data. The study revealed that ICT trained teachers utilized ICT in content presentations which enriched their delivery, while Non-ICT trained teachers applied their general ICT knowledge inhibiting their technology utilization in content delivery. The study concluded that ICT trained teachers’ integration of ICT in content delivery was significantly higher at (p) 0.003 than for Non-ICT trained teachers at (p) 0.047. Hence the null hypothesis was rejected. The study recommended that the Ministry of Education (MOE) should incorporate ICT training in teacher training institutions for application of technology in content delivery.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

scholarly journals Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

2018 ◽  
Vol 5 (5) ◽  
pp. 4754-4758
Author(s):  
Ogoti Evans Okendo
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Ict Integration ◽  
Public And Private ◽  
Technology In Teaching ◽  
Private And Public ◽  
Ict Infrastructure

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded  that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

scholarly journals The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya

2017 ◽  
Vol 13 (25) ◽  
pp. 150
Author(s):  
Naumi Chepkemoi ◽  
David Wanyonyi
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Group Discussion ◽  
Simple Random Sampling ◽  
Ict Skills ◽  
Teachers And Students ◽  
Research Questions ◽  
Training Institutions ◽  
Descriptive Survey

The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.

scholarly journals Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom

2020 ◽  
Vol 5 (2) ◽  
pp. 389
Author(s):  
Siti Jayanti Rahma ◽  
Bambang A. Loeneto ◽  
Soni Mirizon
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Great Influence ◽  
Willingness To Communicate ◽  
Ict Integration ◽  
Ict Use ◽  
Integration Program ◽  
Teachers And Students ◽  
Integration Of Ict

In a globalization era, everything depends on technology. Technology has been developing in the role of teaching and learning process. This study aimed to find out: (1) the teachers’ perception of ICT use in their teaching and learning process; (2) to evaluate the progress of ICT integration program during the last five years at the school;(3) the problems faced by the teacher and students in using the ICT in the classroom; and (4) effects of using ICT in teaching and learning process. Twelve students and two teachers of English were chosen using purposive sampling as the respondents. Method of the study was descriptive qualitative research. The questionnaire, interview, observation, and documentation were used to collect the data. The results of the study showed that first, the teachers had positive attitude toward the use of ICT; second, the integration of ICT was found from the school’s facilities, the teachers’ participation in attending seminar and trainings, and the use of ICT for assignments in and outside the classrooms; third, the number of computers and a power blackout were the problems faced by both teachers and students; and fourth, from the questionnaires and interview, the teachers and students claimed that the ICT had great influence in teaching and learning process.

scholarly journals ICT Integration Practices of STEM Teachers in TVET

2019 ◽  
Vol 8 (4) ◽  
pp. 11011-11015
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Three Dimensions ◽  
Vocational Education And Training ◽  
Future Research ◽  
Ict Integration ◽  
Ict Skills ◽  
Barriers And Challenges ◽  
Standard Practices ◽  
And Training

STEM Education is important for a country to be advanced in economy and technology. It is achieved through skilled and multi-talented workforce produced by Technical Vocational Education and Training (TVET) which is a component of STEM Education. Technology becomes a mechanism for STEM teachers to engage their students in STEM disciplines. However, STEM teachers have barriers and challenges integrating technology in STEM Education. Therefore, it is the purpose of this study to examine STEM teachers’ technology integration practices in the context of ICT. This is a preliminary study that is conducted in MARA TVET – one of the private providers of TVET in Malaysia. Using a quantitative data collection tool, 32 STEM teachers from MARA TVET in Borneo Region participated in the study. The study employed adopted SPMa (Standard Practices MARA Educators) instrument that consists of three dimensions: basic ICT skills, integrating ICT in teaching and learning and communicate skillfully using ICT. The overall result revealed that the level of ICT integration of STEM teachers in MARA TVET is high (M = 2.63, SD = 0.80). Dimension basic ICT skills had the lowest mean (M = 2.41, SD = 1.04) and followed by dimension integrating ICT in teaching and learning (M = 2.69, SD = 0.90). Dimension using ICT to communicate had the highest mean (M = 2.78, SD = 1.04). In conclusion, the level of ICT integration of STEM teachers in MARA TVET of Borneo Region based on adopted SPMa instrument is moderate. Though ICT skills affect ICT integration in teaching and learning, there is also a need to examine other factors that affect the success of ICT integration. STEM teachers’ knowledge is a proposed variable to be investigated in future research.

Transformational School principals: the missing piece of puzzle in ICT integration in teaching and learning

2018 ◽  
Vol 6 (4) ◽  
pp. 26-35
Author(s):  
Anne Wairimu Ndiritu ◽  
Willy Kimani Gichimu ◽  
Caroline Njoki Ndiritu
Keyword(s):  
Economic Growth ◽  
Correlation Coefficient ◽  
Industrial Development ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Labour Productivity ◽  
Management Support ◽  
Ict Integration ◽  
Human Skills ◽  
Integration Of Ict

ICT is a critical tool for expanding human skills and rests largely on a system of producing, distributing and utilising information and knowledge that in turn plays a great role in driving productivity and economic prosperity. Kenya as a developing country realizes this importance and has a ministry specifically dealing with ICT. The vision statement of the ministry of information and Technology as stated in its strategic plan 2013-2018 is to make Kenya a globally competitive knowledge-based economy.  This vision aims at shifting the current industrial development path towards innovation where creation, adoption, adaptation and use of knowledge remain the key source of economic growth. Research has shown that countries which have invested a lot in their human capital are far ahead of others in development.  This development is likely to be an illusion unless Kenya is able to achieve its educational goals. Education and training has been isolated in the vision 2030 as the only mechanism that will translate Kenya into a middle-income economy. This is because education is fundamental to development of human resource capacities for sustainable economic growth and development. Through impartation of new skills and knowledge in people, education is able to improve human capabilities and labour productivity. It is in this regard that the Kenyan government has invested a lot of funds in ICT infrastructure including digitization of educational materials through Kenya Institute of curriculum Development. Kenya’s   vision  of  education  service  provision  is  to  have  a  globally  competitive  quality education,  training and research  for Kenya’s sustainable development. This study focused on the influence of secondary school  managers on integration of ICT in teaching and learning in Githunguri subcounty, Kiambu County in Kenya.  The study targeted 40 schools with a total population of 245 male teachers and 282 female teachers. teachers.  A researcher developed questionnaire was issued to all the  40 school managers and to 100 teachers for triangulation purposes. Data analysis was done using statistical package for social sciences (SPSS).The study sort to establish if there is a relationship between management support and ICT integration in teaching and learning.  Pearson correlation coefficient was used in the analysis. A positive correlation coefficient of 0.560 was obtained between the level of school management support and the use of ICT in teaching and learning. The findings indicated that school managers influenced integration of ICT in teaching and learning. The study therefore suggested that effort should be made by all stakeholders to ensure that school managers come up with policies on ICT integration in their schools which should be in line with the National ICT policy.  KEY word: ICT integration, Teaching and learning, school managers, transformational leadership, challenging the process, secondary schools                      

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