Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers

Mutisya, Sammy M.

doi:10.56059/jl4d.v7i2.429

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…The analysis produced significant unstandardized beta coefficients showing that teacher experience, ICT training and qualifications were strong predictors of attitude towards ICT integration. The effects of ICT training and teacher attitude were corroborated by findings from a study done by Mutisya et al [49]. The evidence generated from the study showed that use of ICT in the classroom by teachers was low.…”

Section: Literature Reviewsupporting

confidence: 72%

Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

Mogapi,

Kagiso,

Gabajesane

2023

JESBS

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The world has witnessed a technological revolution that has impacted almost all spheres of life. Technology is transforming the way people interact and do their everyday activities. This technological revolution has also transformed the teaching and learning space; now, the effectiveness of traditional teaching method is being challenged. However, technological advances are not universally available leading to a phenomenon called digital divided. In the classroom, empirical evidence has revealed a discrepancy between teachers and learners concerning ownership and use of technological devices. In some cases, teachers have more computer skills than learners; in other cases, learners are embracing technology more than their teachers. This disparity may serve to inhibit rather than facilitate learning. The constructivist paradigm was applied to enhance the dependability of the data and the credibility of the inferences drawn from the data. Purposive sampling technique facilitated select of information-rich participants or teachers who were able to give a detailed account of the digital gap phenomenon in schools. Structured interviews and focus group sessions were used to capture the livid experiences and perspectives of the teachers. Diffusion of innovation theory, technological acceptance model and technological pedagogical content knowledge framework were also used to explain the level of technology acceptance in schools. The findings of the study pointed towards the existence of the digital divide with learners embracing technology much faster than the teachers. Younger teachers were reported to be interested in the use of technology more than long-serving teachers. The paper presents solutions aimed at reducing the digital gap.

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Section: Literature Reviewsupporting

confidence: 72%

Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

Mogapi,

Kagiso,

Gabajesane

2023

JESBS

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“…Despite the Kenyan government's proactive efforts to promote the integration of Information and Communication Technology (ICT) in the education sector, educators in the country encounter a multitude of challenges hindering their ability to meet this mandate. These obstacles encompass deficiencies in essential ICT training, the presence of unfavorable attitudes among teachers regarding ICT integration, and a lack of electrical infrastructure, particularly in rural primary schools, leading to difficulties in charging government-provided tablets (Mutisya, 2020).…”

Section: Technical Challenges In Educationmentioning

confidence: 99%

Exploring Effective ICT Integration Strategies in Education: A Case of Two Public Primary Schools in Mombasa, Kenya

Haji,

Shiyo,

Mrutu

2023

JEP

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Purpose: The contemporary education landscape is undergoing a significant transformation, largely driven by the integration of Information and Communication Technologies (ICT). This paper explores the experiences of educators as they incorporate ICT into teaching and learning.Methodology: The study was conducted in Mombasa City, Kenya, and utilized qualitative research methods, including in-depth interviews, focus group discussions, and classroom observations, in a case study design involving two urban primary schools. The research meticulously documented the experiences of 16 participants. Findings: The findings of the study highlight several advantages of using ICT in teaching and learning, including easy access to information, interactive and personalized learning opportunities, as well as collaboration. However, the data also revealed significant challenges faced by educators, such as unstable electricity, inadequate ICT gadgets, internet fluctuation, and a lack of skills to integrate ICT into teaching. Unique Contribution to Theory, Policy, and Practice: Educators consistently stressed the importance of continuous support and professional development to enhance their ICT integration skills. Furthermore, the research emphasized several promising recommendations, including the installation of alternative sources of electricity, sourcing for additional ICT devices, supervising learners while using ICT gadgets, and conducting professional development initiatives tailored to the creation of a collaborative community of practice (COP), which have the potential to effectively address these challenges. To fully leverage the potential of ICT for enriching the learning experience, equipping students with essential digital skills, and preparing them for a digital-centric world, educational institutions, and policymakers must prioritize investments in technological infrastructure and foster a culture of innovation and collaboration among educators.

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“…Actualmente la educación a distancia en el sistema escolar, no obstante, será incapaz de lograr un alto nivel en competencia hacia la profesionalización docente con uso de las TIC para el proceso de enseñanza y aprendizaje. Esto nuevo escenario de la integración mediante el uso de herramientas tecnológicas -o recursos didácticos tecnológicos (Mutisya, 2020;Ramírez, 2007;Ramírez Ibarra et al, 2017;Soler & Sarsa, 2012)-para alcanzar el nivel de adaptación socioeducativa y el nivel de desarrollo personal para la https://revistaseug.ugr.es/index.php/eticanet DOI: http://dx.doi.org/10. 30827/eticanet.v23i1.27092 enseñanza en diferentes contenidos digitales educativos o asignaturas curriculares.…”

Section: La Cuestión Del Modelo De La Educación Inclusivaunclassified

Uso de las herramientas tecnológicas como apoyo a la mediación inclusiva

Bernaschina¹

2023

Etic@net

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El presente artículo corresponde a un modelo educativo para la mediación inclusiva, y el nuevo desarrollo de retroalimentación a través del proceso tecnológico en la educación a distancia. El objetivo es priorizar la formación profesional en relación con la tecnología educativa en materia de mediación inclusiva. La educación a la distancia sirve para crear la formación inicial basada en competencias para sus mediadores y mediadoras. Este método para la mediación inclusiva corresponde al intermedio entre docente de la asignatura curricular y los y las estudiantes inclusivas en la educación a distancia. Los nuevos instrumentos tecnológicos como mediadores y mediadoras inclusivas hacia el enfoque socioformativo; así como los cuatros pilares de la educación y los diferentes roles basados en la mediación a distancia. Las nuevas estrategias para brindar mayores oportunidades educativas y sociales como apoyo a la mediación inclusiva, adquiriendo una mayor autonomía, seguridad y responsabilidad social en el espacio educativo tecnológico.

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Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers

Cited by 5 publications

References 3 publications

Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

Exploring Effective ICT Integration Strategies in Education: A Case of Two Public Primary Schools in Mombasa, Kenya

Uso de las herramientas tecnológicas como apoyo a la mediación inclusiva

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