WHERE ARE WE IN SPACE: EXAMINING TEACHERS’ ICT COMPETENCY IN TEACHING LEARNERS IN SPECIAL SCHOOLS IN KENYA

Authors

  • Charles M. Omboto PhD Candidate, 1The Catholic University of Eastern Africa, Kenya
  • Anne W. Kanga Senior Lecturer, Dr., Faculty of Education, 2The Catholic University of Eastern Africa, Kenya

DOI:

https://doi.org/10.46827/ejse.v8i3.4361

Keywords:

core competency, teacher competency, ICT skills, assistive technology

Abstract

Information Communication Technology (ICT) plays a central role in facilitating education in the 21st century. For successful integration of ICT in teaching and learning teachers play a key role. As such, there is a need for competent teachers in applying ICT skills to teach and facilitate learning. This study sought to examine teachers’ ICT competency in implementing Digital Literacy Programme (DLP) in public primary special schools in Nairobi County ii Kenya. The study used a semi-structured questionnaire tool to collect data from 99 teachers and 41 head teachers from public primary special schools in Nairobi County. Mixed-Methods Research (MMR) where both Statistical Methods and thematic analysis approaches were used to analyse the data. Statistical Methods used include descriptive analysis such as frequencies and percentages and bivariate analysis approaches including Chi-square tests of hypothesis regarding the relationship between teacher’s ICT competency and implementation of DLP. The study found that the role played by DLP in building teacher ICT skill capacity is 28.4% lower in special schools compared to regular schools. As a result, teachers of children with disabilities and special educational needs have limited relevant ICT skills such as assistive technology to support teaching and learning. The study also found that whilst there may be a significant proportion of teachers skilled with ICT skills, lack of access to digital devices and internet connectivity makes it difficult for them to demonstrate their competency and apply the same to the teaching of children with disabilities. Based on the results of this study, recommendations for policy enhancement and improvement of practice have been made.

 

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Author Biographies

  • Charles M. Omboto, PhD Candidate, 1The Catholic University of Eastern Africa, Kenya

    Charles Omboto is a Senior Inclusive Education Advisor with Research Triangle International Premier Implementer of USAID Jifunze Uelewe Project in Tanzania. Charles has experience of more than 25 years in the teaching profession and in the areas of disabilities studies of which 12 years have been spent at the Kenya Institute of Special Education. Charles holds a joint Master’s degree in Special Education Needs & Inclusion (Roehampton University (London), Charles University (Prague) & Fontys University (Netherlands). Currently, Charles is a PhD Candidate in Education (Research and Evaluation) at The Catholic University of Eastern Africa. His research interest is in the area of ICT for SNE.

  • Anne W. Kanga, Senior Lecturer, Dr., Faculty of Education, 2The Catholic University of Eastern Africa, Kenya

    Dr. Anne Kanga is a senior lecturer, and Head of the Teaching Practice and Mentorship Programme of the Faculty of Education, Catholic University of Eastern Africa. She obtained both her first and second degrees in Education from Kenyatta University, Kenya, and a PhD in Instructional Leadership (Major) and Educational Research (Minor) from the University of Alabama, USA. Her specialization is in Instructional Leadership and Educational Research with a keen focus on Mixed Methods and Qualitative Research Methodologies. Her research focuses on Educational Equality, Equity, and Student-Centered Learning (SCL).

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Published

2022-07-02

Issue

Vol. 8 No. 3 (2022)

Section

Articles

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