EXTENT OF TEACHER PREPAREDNESS AND CAPACITY TO IMPLEMENT INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE NEPAD E-SCHOOLS, KENYA
DOI:
https://doi.org/10.47604/ajep.1138Keywords:
E-Schools, ICTs, Implementation, Preparedness, NEPADAbstract
Purpose: The purpose of this study was to determine the extent to which teachers and principals are prepared and capacitated to implement ICTs in the NEPAD e-Schools, Kenya.
Methodology: This study adopted a descriptive survey design. Both quantitative and qualitative data were collected. The target population for the study were all principals and 256 teachers from 6 model e-Schools. Sampling was done employing a mixture of methods. Stratified sampling was used to pick schools, while purposive sampling was used to pick principals and teachers. Five principals and 110 teachers were sampled. Data was collected using questionnaire for teachers, and structured interview for principals. The collected data was coded, run for descriptive analysis; including frequencies, percentages, measures of central tendency and measures of variability/spread, and presented with the aid of appropriate notes, frequency tables, percentages, charts and figures.
Findings: The study established that despite most teachers and principals having been trained, they had not been sufficiently empowered towards effectively and successfully applying ICTs. Moreover, majority of the untrained teachers and principal had not trained because no training had occurred since they joined the schools. However, despite their status, most teachers believed they could still perform some tasks involving ICTs. Most trained teachers and principals needed to be trained, retrained and/or trained further on several skills, especially in the preparation and use of multimedia instructional tools, and on-line research and communication. The study concluded that most teachers and principals may be willing to apply ICTs but are limited by the nature and extent of their empowerment. Moreover, ICTs application programmes are likely to succeed better if they employ regular, on-going training.
Unique contribution to theory, practice and policy: The study could inform education planners and trainers about necessary adjustments to future pre-service and in-service teacher training programmes involving application of ICTs. It would also contribute to the body of knowledge in educational technology, which might inform theory and practice in ICTs integration. It could also inform the development of best practices in the application and integration of ICTs in instruction.
Downloads
References
Ayere, M. A.; Odera, F. Y. & Agak, J. O. (2010). A Comparison of Information and Communication Technology Application in New Partnership for Africa's Development (NEPAD) and Non-NEPAD Schools in Kenya. Journal for Information Technology Education, Vol. 9 pp. 249-267. Available online at: www.jite.org/documents/vol9/JITEv9p249-267Ayere 748.pdf
Balanskat, A., Blamire, R., & Kefala, S. (2006). A review of studies of ICT impact on schools in Europe. European Schoolnet.
Becta (2008). How do boys and girls differ in their use of ICT? Research report. Available online: http://dera.ioe.ac.uk/8318/1/gender_ict_briefing.pdf
Bingimlas, K. A. (2009). "Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature." Eurasia Journal of Mathematics, Science & Technology Education Vol. 5(3), pp. 235-245. Available online at: http://www.ejmste.com/v5n3/eurasiav5n3 bingimlas.pdf
Bitter, G. & Pierson, M. (2005). Using Technology in the Classroom (6th ed.). USA: Pearson Education Inc.
Blurton, C. (2002). "New Directions of ICT-Use in Education". Available online http://www.unesco.org/education/educprog/lwf/dl/edict.pdf.
Boakye, K. F. & Banini, D. A. (2008). "Teacher ICT Readiness in Ghana." In Kathryn T. Tchombe & T. M. S. Karsenti (eds). ICT and Changing Mindsets in Education. Bamenda (Cameroon): Langaa RPCIG.
Chan, Foong-Mae (2002). "ICT in Malaysian Schools: Policy and Strategies." Center for the Research and Support of Educational Practice. Available online http://www.pdfking.net/ICT-in-Malaysian-Schools-Policy-and-Strategies--PDF.html.
Colley, A. & Comber C. (2003). Age and gender differences in computer use and attitudes among secondary school students: what has changed? Educational Research. Volume 45, Issue 2:155-165. Published online: 02 Dec 2010 - http://www.tandfonline.com/doi/abs/
Farrell, G. & Isaacs, I. (2007). Survey of ICT and Education in Africa: A Summary Report, Based on 53 Country Surveys. Washington, DC: infoDev/World Bank. Available at http://www.infodev.org/en/Publication. 353.html
Fullan, M. (2001). The New Meaning of Educational Change (3rded.). London: Routledge/Falmer.
Government of Kenya (GoK) (2005). Sessional Paper No 1 of 2005: A Policy Framework For Education, Training and Research. Nairobi: Government Printers.
Hittleman, D. R. & Simon, A. J. (2006). Interpreting Educational Research: An Introduction for Consumers of Research. Upper Saddle River, N. J: Pearson Education, Inc.
Lawless K. & Pellegrino J. (2007). Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77 (4): 575-614.
Lau, B. T. & Sim, C. H. (2008). "Exploring the extent of ICT adoption among Secondary School Teachers in Malaysia." International Journal of Computing and ICT Research, II (II), 19-36.
Lee, K. T. (2002). "Effective Teaching in the Information Era: Fostering an ICTbased Integrated Learning Environment in Schools." Asia-Pacific Journal for Teacher Education & Development 5(1): pp. 21-45. Hong Kong Institute of Education. Accessed from: https://eprints.qut.edu.au/secure/00003909/01/
Lefebvre, S., Deaudelin, D., & Loiselle, J. (2006, 27th - 30th November). "ICT implementation stages of primary school teachers: The practices and conceptions of teaching and learning." Paper presented at the Australian Association for Research in Education National Conference, Adelaide, Australia.
Lyytinen, K. & Damsgaard, J. (2001). "What's Wrong with the Diffusion of Innovation Theory? The Case of a Complex and Networked Technology." In M. A. Ardis & B. L. Marcolin (eds.). Diffusing Software Product and Process Innovations. Fourth Working Conference on Diffusing Software Product and Process Innovations April 7-10, 2001, Banff, Canada (IFIPAICT, volume 59).
Ministry of Education (MoE), Kenya (2008). "Implementation of NEPAD e-Schools Demo: Draft Interim Evaluation Report on Progress." Nairobi - Unpublished report by the National Implementation Team.
Ministry of Education, Science & Technology (MoEST), Kenya (2005). Kenya Education Sector Support Programme (KESSP) 2005-2010: Strategic Plan for the Development of School Infrastructure. Nairobi: Government Printers
Mishra, P., & Koehler, M. J, (2008). "Introducing Technological Pedagogical Content Knowledge." Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24-28, 2008
Mishra, P., & Koehler, M. J, (2006). "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge." In Teachers College Record Vol. 108, No. 6, June 2006, pp. 1017-1054
Mugenda, O. M. & Mugenda, A. G. (2013). Research Methods: Quantitative and Qualitative Approaches. Nairobi: ACTS Press.
Mugo, D. G. (2007). The Successes and Challenges Facing NEPAD e-School Project: A case study of Mumbi Girls' Secondary School, Murang'a, Kenya. Nairobi: Kenyatta University - Unpublished Master of Education Thesis.
Murray, L. & Lawrence, B. (2000). Practitioner-Based Enquiry: Principles for Postgraduate Research. London: Falmer Press.
NEPAD e-Africa Commission (2007). Executive Summary of the Draft Report for the NEPAD e-Schools Business Plan. Pretoria: Author
Nyagowa, H. O.; Ocholla, D. N. & Mutula, S. M. (2012). Evaluation of Success of NEPAD's Pilot e-Schools in Kenya: An overview. Available online at: www.lis.uzulu.ac.za/.../Nyagowa%20and%20Ocholla%20and%20Mutula% 20SCECS...
Ogutu, J. O. (2008). "The Impact of ICT Integration in the Six NEPAD e-Schools in Kenya." Nairobi: University of Nairobi - Unpublished M.A. Thesis.
Orodho, J. O. (2004). Techniques of Research Proposals and Reports. Nairobi: Masola Publishers.
Picciano, A. G. (2004). Educational Research Primer. London: Continuum.
Roblyer, M. D. (2003). Integrating Educational Technology into Teaching (3rded.). Upper Saddle River, N.J.: Pearson Education, Inc.
Rogers, E. M. (2003). Diffusion of Innovations (5th Ed.). New York: The Free Press.
Schiller, J. (2003). Working with ICT Perceptions of Australian Principals. Journal of Educational Administration, 41(2), 171-185.
Scott, D. & Usher, R. (2010). Researching Education: Data, Methods and Theory in Educational Enquiry (2nd ed). London: Continuum Publishing Co.
Steketee, C. (2006). "Modelling ICT Integration in Teacher Education Courses Using Distributed Cognition as a Framework." Australasian Journal of Educational Technology, 22 (1), 126 - 144 [Electronic version].
Tang, P. S., & Ang, P. H. (2002). "The Diffusion of Information Technology in Singapore Schools: A Process Framework." New Media & Society, 4, 457-478.
Trucano, M. (2005). Knowledge Maps: ICTs in Education. Washington, DC: infoDev/ World Bank. Available online: http://www.infodev.org/articles/
UNESCO (2008). ICT Competency Standards for Teachers. Paris: UNESCO.
UNESCO (2005). Toward the Knowledge Society: UNESCO World Report. Paris: UNESCO. From: www.unesco.org/en/worldreport (Accessed 27/11/2006).
UNESCO (2000). Education for All: Meeting our Collective Commitments; Expanded Commentary on the Dakar Framework for Action. Paris: UNESCO.
UNGA (2000). United Nations Millennium Declaration. New York: UNO.
Vekiri, I. & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education, Vol.51:1392-1404. Available online: www.sciencedirect.com
Venkatesh,V. & Bala, H. (2008). "Technology Acceptance Model 3 and a Research Agenda on Interventions." Decision Sciences Vol. 39 No. 2, pp. 273-315.
Venkatesh, V., & Davis, F. D. (2000). "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies." Management Science (45:2), pp. 186-204.
Wiersma, W. & Jurs, S. G. (2005). Research Methods in Education: An Introduction (8th ed). Boston: Allyn & Bacon.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
