TEACHER PREPAREDNESS AS A PREDICTOR FOR INTEGRATION OF ICT IN PEDAGOGY AMONG LOWER PUBLIC PRIMARY SCHOOL GRADES IN KENYA
Abstract
This study examined teacher preparedness as a predictor for integration of ICT in pedagogy amon lower and public primary school grades in Kenya. The study was guided by the follwong specific objectives; to examine the extent to which teacher training influences the use of ICT in the teaching-learning process and to assess the competency levels of lower primary school teachers in integrating ICT into pedagogical practices. The study employed a descriptive survey design, targeting 136 respondents at Borabu Sub-County, Nyamira County. A stratified random sampling technique was employed to categorize the 34 public lower primary schools across the four wards of Borabu Sub-County. The study utilized questionnaires and interview schedules for data collection. Data were analyzed using descriptive statistics, and multiple regression analysis was conducted to examine the relationship between the independent variables dependent variable. The study found that teachers’ training and ICT competency significantly influenced the integration of ICT in the teaching-learning process. The study recommended capacity building through Workshops and Seminars. Curriculum Enhancement in Teacher Training Colleges (TTCs) should also be considered.
Key Words: ICT, Electronic Learning, Digital Studies, Teacher Preparation
CITATION: Isaboke H. (2018). Teacher preparedness as a predictor for integration of ICT in pedagogy among lower public primary school grades in Kenya. The Strategic Journal of Business and change Management, 5 (1), 1057 – 1067.
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DOI: http://dx.doi.org/10.61426/sjbcm.v5i1.3203
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