 Evaluation of Teacher Training in Integration of ICT in Teaching Public Secondary Schools in Tigania West, Meru County, KenyaNancy Mukiri Ngaya,
Hilda Omae and
Mercy Thuranira
International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 379-386 Abstract: Kenya has experienced significant growth in the incorporation of ICT into secondary school curricula in recent years. The Kenyan government has implemented numerous initiatives to enhance this. Information and Communication Technology integration in secondary school teaching and learning environments remains incomplete due to several factors. These include inadequate infrastructure, limited teacher training, resistance to change, and insufficient government policies supporting ICT implementation. Additionally, financial constraints prevent schools from acquiring the necessary technologies, and there is often a lack of ongoing technical support. Despite the growing recognition of ICT’s importance in enhancing learning outcomes, these challenges hinder its full adoption, leaving many schools without effective digital learning environments. Several experts contend that the mere installation of technical equipment and infrastructure would not inherently result in the incorporation of ICT in schools unless the teachers receive proper training on how to utilize the technologies. This study aimed to investigate the impact of teacher training on the incorporation of ICT in the instruction of public secondary schools. The study utilized a descriptive survey approach. The sample consisted of 50 public secondary schools, 50 principals, 100 heads of departments, and 200 teachers. The study utilized a stratified random sampling technique to choose schools. The purposive sampling technique was employed to assess school principals, heads of departments, and teachers. The study included a total of 105 participants, consisting of 15 administrators, 30 heads of department, and 60 teachers. Data gathering involved the utilization of questionnaires, interview schedules, and observation checklists. The quantitative data was analyzed using statistical methods such as calculating means, frequencies, and percentages. The interviews yielded qualitative data, which was evaluated using content analysis. The study determined that the training of teachers in ICT had a beneficial and substantial impact on its incorporation into the educational process. The study proposes that it is essential for all instructors to receive specialized training on the utilization of ICT in their teaching practices. One way to accomplish this is by implementing a teacher training curriculum that includes specific content on ICT pedagogy. The Ministry of Education should offer professional development programs in information and communication technology for teachers, as this will enable them to acquire ICT skills. Additional research is required to determine the level of preparedness of secondary school teacher trainers in equipping secondary school teachers with ICT skills. Incorporating integration into the process of teaching and learning. Date: 2024 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:8:y:2024:i:9:p:379-386 Access Statistics for this article International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS) |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.