THE INTERPLAY BETWEEN THE GRADE THREE TEACHERS’ ICT RELATED TRAINING INFLUENCES AND THEIR USE OF ICT IN TEACHING IN GRADE THREE IN NAIROBI COUNTY KENYA

Authors

  • Raymond Musembi Mutambu Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Gladwell Wambiri Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v11i1.5892

Keywords:

grade three teachers, ICT-related training, grade three learners, ICT-related experiences

Abstract

This study aimed to establish the interplay between the ICT-related training influences of Grade Three teachers and their use of ICT in teaching in Grade Three in Nairobi County, Kenya. This study was guided by the Technology Acceptance Model, which believes that individuals are objective while developing tasks. However, constraints unconsciously limit the individual’s ability to perform the task. The specific objectives of the study were to find out the extent to which Grade Three teachers’ ICT related trainings influences the use of ICT in teaching Grade Three learners, to find out the extent to which Grade Three teachers ICT related training influences active involvement of Grade Three learners in ICT related experiences and to determine the challenges faced by Grade Three teachers in using ICT to teach in Public and Private schools. The study used a qualitative research design with a random sample of 34 Grade Three teachers who were selected from 110 public and private primary schools in Kasarani Sub-County, Nairobi County, Kenya. Data was collected using questionnaires administered to Grade Three teachers, interview schedules where Grade Three teachers were interviewed, and an observation checklist where Grade Three teachers and learners were observed during an ICT integrated lesson. Quantitative data were summarized into descriptive statistics such as frequencies and percentages, while a thematic approach analysed qualitative data. Results revealed that the correlation between teachers’ ICT training and teachers’ use of ICT in classroom teaching was positive but not statistically significant (r = .288, p = .123). Similarly, a positive correlation was observed between teachers’ level of ICT training and teachers’ use of ICT in classroom teaching, with a coefficient of .448* and a significance level of .013. Moreover, the positive correlation between teachers’ level of ICT training and their use of ICT in classroom teaching suggests that highly trained teachers may find it easy to implement ICT in their teaching. Mobile phones emerge as the most frequently utilized ICT tool, with 33.3% of teachers reporting its most frequent use, followed closely by desktop computers, which are favoured by 36.7% of teachers for frequent use. The study concluded that teachers' usage of ICT in classrooms remains relatively frequent, indicating a moderate level of integration of technology in teaching practices.  The study recommended that educational authorities in Nairobi County should design and implement targeted professional development programs aimed at enhancing Grade Three teachers' ICT competencies. Kenya Institute of Curriculum Development (KICD) should develop and implement comprehensive ICT training programs for Grade Three teachers in Nairobi County, Kenya, focusing on technical skills and pedagogical strategies for effective ICT integration in teaching.

 

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Author Biographies

  • Raymond Musembi Mutambu, Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Raymond Musembi Mutambu is a dedicated and compassionate Special Needs Education Teacher with over 10 years of experience in early childhood education. Raymond has developed a strong foundation in research, curriculum design, and the implementation of early learning and early literacy programs. Passionate about fostering a nurturing and engaging environment for young learners. Raymond has designed and led innovative educational programs that focus on foundational skills for lifelong learning. Raymond is committed to advancing the quality of early childhood education and creating candid, impactful learning experiences that empower children in their earliest years.

  • Gladwell Wambiri, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Dr. Gladwell Wambiri is a chairperson and Senior Lecturer in the Department of Early Childhood and Special Needs Education in Kenyatta University, Kenya. She also has a PhD in Curriculum and Instruction in Early Childhood Studies in Kenyatta University, Kenya in 2008. Her areas of Specialization are Education, Early Childhood Studies and Developmental Psychology. Her Research Interests are Early Literacy, Child Work and Caregiving.

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Published

2025-03-16

Issue

Vol. 11 No. 1 (2025)

Section

Articles

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