Educational institutions are under increasing pressure to integrate Information Communication Technology (ICT) in the instructional process as they prepare trainees for the job market in the 21st Century and trainers significantly contribute to this as the implementers. This paper reports a study that aimed at investigating trainers’ preparedness on the integration of Information Communication Technology (ICT) in the instructional process of engineering courses in national polytechnics in Kenya. The research objectives were to find out the perception of trainers on ICT integration; and the level of ICT knowledge and skills of trainers. The study was guided by the mixed method research methodology and the descriptive survey research design. Stratified and simple random sampling methods were used to select forty eight trainers from three national polytechnics in Kenya from Mechanical, Electrical, Building and Automotive departments. Purposive sampling was used to select the three principals and three heads of the departments. Data was collected using questionnaires and interview schedules and analyzed using descriptive statistics and thematic analysis techniques respectively. The findings revealed that the trainers were willing to participate actively in integrating ICT in the instructional process and thus had positive perceptions. In addition, over 80 % of trainers were practically competent in the general use of ICT but minimally integrated ICT in the instructional process. The study recommended that national polytechnics should take advantage of the positive perception by trainers and formulate a policy on ICT integration in the instructional process in line with the existing government policies. Another recommendation was that national polytechnics should undertake capacity building for trainers on ICT integration in the instructional process. The findings of this study will be significant in policy formulation on ICT integration in education in Kenya and elsewhere.
Understanding trainers’ perceptions of innovation is the key to successful adoption of technology in learning. The purpose of this paper was to examine the level of trainers’ perception on Information Communication Technology (ICT) integration into teaching and learning of engineering courses in National polytechnics in Kenya. This study used mixed method research. The target population in this study was 140 engineering staff and the trainees, Heads of departments and Principals of Kisumu and Eldoret Nationa l Polytechnic and Kenya Technical Trainers College. Primary data was used, which was collected using structured questionnaires and interview schedules. Simple random sampling was used to identify the respondents from the relevant departments to participate in this study, while purposive sampling was used to select the principals to be interviewed. Reliability and validity of data collection instruments were ascertained through pilot testing. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data generated from the interview schedules was organized through content scrutiny. The results indicated that the level of trainers’ perception has a significant effect on ICT integration into teaching and learning. It was concluded that trainers are willing to undergo training to equip them with new knowledge in ICT to improve their productivity. It was recommended that the National Polytechnic management, in partnership with the Ministry of Education, should carry out assessment of skills and needs as far as ICT integration is concerned.
This study sought to analyse ICT resources available for integration. The study adopted the Siemens Connectivism Learning Theory. The study used mixed method research (MMR). The exploratory sequential design was used, and data were collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan’s table for arriving at the sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. The total participants were 636 principals, teachers and students. Instruments for data generation were questionnaires, interviews, checklists and tests. Both qualitative and quantitative data were collected. Descriptive statistics and ANOVA analysed quantitative data and ANOVA. Qualitative data was presented in themes. The study concludes that ICT resources in most public secondary schools are inadequate, and teachers are not well skilled and competent enough to integrate these resources in teaching and learning. The study recommends that the cost of ICT equipment and resources be reduced by waiving import tax and that computer-assisted instructions be assembled locally. On the other hand, school administrators and managers should plan and set aside funds to purchase ICT resources to promote ICT integration.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.