THE EXTENT TO WHICH TEACHERS' ICT TRAINING INFLUENCE ICT USE IN TEACHING AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN KIPIPIRI CONSTITUENCY, IN NYANDARUA COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v12i3.5896کلمات کلیدی:
Kenya, Kipipiri, teachers, ICT training, influence, ICT use, teachingچکیده
The purpose of this study was to investigate the extent to which teachers' ICT training influences ICT use in teaching among public secondary school teachers in Kipipiri Constituency, in Nyandarua County, Kenya. The study was anchored on the Technological Pedagogical Content Knowledge (TPACK) model and the Unified Theory of Acceptance and Use of Technology. A convergent parallel design was used within a mixed-met HoD approach, with a cross-sectional survey design for quantitative research and a phenomenological design for qualitative research. The target population included 33 schools, 444 teachers, 10,578 students, and 2 sub-county directors and 1 Quality Assurance Officer, with a sample of 12 schools, 196 teachers, 333 students, 12 principals, and 12 Heads of Departments. Stratified Simple random sampling and purposive sampling were employed. Questionnaires, interviews, focused group discussions, document analysis, and observation were used to collect data. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were transcribed, coded, and categorized into themes. Findings revealed that teachers in the Kipipiri constituency do not receive sufficient ICT training, despite initial training being relevant to their teaching needs. The analysis showed that teachers’ ICT training had the highest impact, with a standardized coefficient of β = 0.274 (p = 0.003), indicating its crucial role in enhancing ICT use. These findings highlight the importance of targeted training and positive attitudes in improving ICT use in educational settings. Based on these results, it is recommended that educational policies prioritize comprehensive ICT training for teachers to enhance integration and effectiveness in the classroom. The study suggested that the government, through the Teachers Service Commission, implement a comprehensive ICT policy that includes mandatory, ongoing professional development for teachers, focusing on ICT use and technical troubleshooting. These measures would help improve teachers' preparedness and enhance the effectiveness of ICT use in teaching and learning.
Article visualizations:
مراجع
Alemayehu, W., & Habte, A. (2021). The role of ICT in transforming teaching and learning: Challenges and opportunities at Adama Science and Technology University, Ethiopia. International Journal of Educational Technology in Higher Education, 18(1), 1–25. DOI: 10.1186/s41239-020-00234-7
Alemu, E. A. (2015). Exploring the process of integrating ICT into teaching-learning practices and its emerging challenges in Adama Science and Technology University, Ethiopia. International Journal of Education and Development using Information and Communication Technology, 11(2), 86–107.
Angeli, C., Valanides, N., & Christodoulou, A. (2016). Technological Pedagogical Content Knowledge (TPACK) framework: A decade of research. Educational Media International, 53(2), 95–117. https://doi.org/10.1080/09523987.2016.1184876
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). The impact of digital skills on socioeconomic factors: A global perspective during the COVID-19 pandemic. Sustainability, 12(18), 7514. https://doi.org/10.3390/su12187514
Barasa, A. (2021). ICT integration in Kenyan schools: Challenges and opportunities. International Journal of Education and Research, 9(1), 1–16. https://doi.org/10.21203/rs.3.rs-35548/v1
Chirwa, E. M., & Mubita, K. M. (2021). Integrating Information and Communication Technology (ICT) in education: Teachers’ training needs across the globe. International Journal of Educational Administration and Policy Studies, 13(4), 48–55. https://doi.org/10.5897/IJEAPS2021.0737
EZChildTrack Team. (2017). Leveraging technology to enhance teaching and learning. EZChildTrack Blog. https://www.ezchildtrack.com/blog/leveraging-technology-to-enhance-teaching-and-learning/
Jones, K., et al. (2023). Ethical considerations in educational research: A comprehensive guide. Journal of Educational Ethics, 15(1), 35-48.
Kagame, J., & Nyirahabimana, J. (2019). Government initiatives in Rwanda and their impact on teachers' ICT readiness. Journal of African Studies and Development, 11(1), 7–15. https://doi.org/10.5897/JASD2018.0585
Kamau, E., Waithaka, E., & Njuguna, S. (2021). Challenges and opportunities in integrating ICT in teaching and learning in public secondary schools in Kisumu County, Kenya. International Journal of Education, Learning and Development, 9(5), 1–16.
Kariuki, S., & Nyambura, J. (2023). ICT integration in secondary schools in Nairobi County, Kenya: Progress, challenges, and opportunities. Journal of Educational Technology, 18(1), 23–39.
KICD. (2020). ICT integration in Kenyan education: Challenges and strategies. Kenya Institute of Curriculum Development.
KICD. (2021). Digital literacy program. Kenya Institute of Curriculum Development. https://www.kicd.ac.ke/what-we-do/digital-literacy-program/
Kimani, W., Mwaniki, R., & Kuria, J. (2021). Challenges faced by teachers in integrating ICT into the curriculum: A case study of selected secondary schools in Nairobi County, Kenya. International Journal of Education and Research, 9(3), 119–134. https://doi.org/10.20319/pijss.2021.71.121134
Kisirkoi, E. M. (2015). Integration of ICT in teaching and learning in secondary schools in Kenya: A case of computer studies curriculum implementation. International Journal of Education and Research, 3(7), 255–262.
Koranteng, F. K. (2020). Challenges of integrating ICT in education: The Ghanaian experience. International Journal of Education and Research, 8(11), 22–39. https://doi.org/10.5296/ije.v8i11.16826
Mafuranga, M. T., & Moreni, E. N. (2017). Integration of information and communication technology in English language teaching in selected secondary schools in Botswana: Teachers’ perceptions. International Journal of English Language Teaching, 5(2), 81–92. https://doi.org/10.5430/ijelt.v5n2p81
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://www.tcrecord.org/Content.asp?ContentId=12574
Müller, J., & Schmidt, T. (2023). State of ICT facilities in German schools: A comprehensive review. International Journal of Educational Technology in Higher Education, 20(1), Article 12. https://doi.org/10.1186/s41239-022-00305-2
Mathipa, E. R., & Mukhari, Z. (2014). Challenges in the implementation of ICT in public secondary schools in rural areas in Limpopo province, South Africa. Journal of Social Sciences, 40(2), 153–159. https://doi.org/10.1080/09718923.2014.11893420
Mtebe, J., & Raisamo, R. (2014). Addressing regional disparities in ICT proficiency among teachers: Lessons from East Africa. Computers & Education, 78, 148–156. https://doi.org/10.1016/j.compedu.2014.06.013
Muturi, P. W. (2008). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 4(3), 41–55.
Ngwacho, R. N. (2020). Challenges facing implementation of ICT in schools in Kenya: The case of public secondary schools in Nairobi County. International Journal of Education and Research, 8(10), 13–29. https://doi.org/10.5296/ije.v8i10.15978
Odhiambo, C., & Wambua, P. (2022). Teacher preparedness in ICT integration in teaching and learning: A case study of public secondary schools in Mombasa County, Kenya. International Journal of Educational Administration, 14(4), 15–28.
Wanjiku, P., & Kimani, J. (2022). ICT Integration in Education: A Study of Nairobi County, Kenya.
Shehzadi, S., Shahzad, S., & Hashim, M. (2021). Investigating the challenges faced by teachers in integrating ICT in secondary schools: A case of Pakistan. Bulletin of Education and Research, 43(2), 133–151.
دانلودها
چاپ شده
شماره
نوع مقاله
مجوز
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
