COLLEGE ADMINISTRATIVE SUPPORT IN INTEGRATION OF ADAPTIVE TECHNOLOGY FOR VISUALLY IMPAIRED STUDENT TEACHERS IN PRIMARY TEACHER TRAINING COLLEGES: THE KENYAN EXPERIENCE

Authors

  • Tuimur Hilda Ng’etich Lecturer, School of Education, University of Kabianga, Kericho, Kenya
  • Tabot Benedicta Aiyobei Lecturer, School of Education, University of Kabianga, Kericho, Kenya

DOI:

https://doi.org/10.46827/ejes.v9i8.4457

Keywords:

administrative support, technology integration, visually impaired students, adaptive technology devices

Abstract

Administrative support is key in inclusive education and more so in the integration of adaptive technology for visually impaired (VI) student teachers. Integration of adaptive technology improves the quality of education, removes learning barriers and ensures that the visually impaired student teachers graduate as skilled, confident and competent primary school teachers. This study assessed the college administration’s support in the integration of adaptive technology for visually impaired student teachers. The study was guided by the diffusion of innovation theory by Rogers which gives a basis for the adoption of innovations in institutions and other settings. The study adopted a descriptive survey research design. The study population included administrators and tutors in three primary teachers training colleges which admit student teachers with visual impairment in Kenya. The purposive sampling technique was used to select three deans of the curriculum while simple random sampling was used to select nine heads of departments and 93 tutors making a sample of 105 respondents. Data collection instruments were questionnaires and interview schedules. Descriptive statistics like frequencies and percentages were used to analyze the quantitative data. A qualitative procedure was applied to information from interviews where respondents’ answers were presented in words and interpretations made. The findings of this study revealed that the college administration’s support for the integration of adaptive technology was low. The recommendation made was that the college administration of public primary TTCs should fully support the integration of adaptive technology for VI student teachers in the primary TTCs by availing resources and training tutors on the integration of adaptive technology.

 

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Author Biographies

  • Tuimur Hilda Ng’etich, Lecturer, School of Education, University of Kabianga, Kericho, Kenya

    Dr. Hilda N. Tuimur teaches History Education and Education Communication Technology in the school of Education at the University of Kabianga, Kenya. She has a Doctor of Philosophy Degree in Education Communication Technology, a Master of Philosophy Degree in History Education, and a Bachelor of Education Degree, all from Moi University. She has over 20 years of experience in teacher Education having taught in Primary Teacher Training college and presently at the university. She has published on pedagogy, inclusive education, and Teacher Education. Dr. Tuimur is a member of Education Management Society of Kenya (EMSK) and the Kenya Association of Educational Administration and Management (KAEAM).

  • Tabot Benedicta Aiyobei, Lecturer, School of Education, University of Kabianga, Kericho, Kenya

    Dr. Benedicta A. Tabot holds a PhD in curriculum studies from Moi University, Kenya (2017), a Master of Education in curriculum and instruction from University of Eastern Africa, Baraton, Kenya(2000), and a Bachelor of Education from Kenyatta University, Kenya (1988).She is currently a Lecturer of curriculum and instruction in the Department of Curriculum, Instruction and Educational Media, University of Kabianga, Kenya.She has a teaching experience at Secondary school level and teacher education. Her research interest is in teacher education curriculum with particular interest in teaching practice, inclusive education, and integration of emerging issues in the curriculum. Dr. Tabot is a member of the Kenya Association of Educational Administration and Management (KAEAM) and the Commonwealth Council for Educational Administration and Management (CCEAM), Education Management Society of Kenya (EMSK)and African Network for Internationalization of Education (ANIE).

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Published

2022-09-21

Issue

Vol. 9 No. 8 (2022)

Section

Articles

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