Assessment of ICT Integration in Pedagogy in Technical Training Institutions in Nyeri and Nairobi Counties, Kenya
Keywords:
Integration, ICT, Instructional Processes, pedagogy, Technical Training Institutions
Abstract
Information and Communication Technology (ICT) provides an array of powerful tools that can help in transforming the present isolated teacher-centered and textbook-bound classroom pedagogy into technology-enriched student focused and interactive instructional environments. The purpose of this study was to assess the level of integration of Information and Communication Technology in pedagogy in technical training institutions in Nyeri and Nairobi Counties in Kenya. This study was guided by the Adaptive Structuration and Technical Pedagogical Content Knowledge (TPACK) theories as the theoretical framework. The study employed the positivism research philosophy and adopted the descriptive research design. The target population comprised of 10 principals, 1006 lecturers and 10 bursars. Purposive sampling technique was used to select 10 bursars and 10 principals. Stratified random sampling technique was used to select the lecturers. The Krejcie and Morgan (1970) tables were used to arrive at the sample size of the lecturers. The total sample in the study consisted of 10 principals, 290 lecturers and 10 bursars, whose aggregate was 310 respondents. The questionnaires were used to collect data from the 290 lecturers while the 10 principals and 10 bursars were taken through an interview guide. The data that was gathered was subjected to both descriptive and inferential analysis using the statistical software SPSS. The findings of the study revealed that there is a significant difference between the level of ICT integration in instructional processes between TTIs in Nyeri and Nairobi County (P=0.00, t=0.073049). The study recommended the need to strengthen capacity building of teachers in retooling them on ICT integration in pedagogy as an important component in the teacher professional development and performance contracting requirements for promotion and career growth.
References
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Agufana, P. B., Too, J. K., & Mukwa, C. W. (2018). Assessment of perceived ease of use and instructional use of ICT by lecturers in technical training institutions in Kenya.
Aktaruzzaman, M., & Plunkett, M. (2016). Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The ASTIDE Model. European Journal of Open, Distance and E-Learning, 19(1), 19-35.
Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125, 212-225.
Amukhuma, C. E. (2018). Challenges Facing the Implementation of Integrated Financial Management Information Systemin Technical and Vocational Education and Training Institutions in Nairobi County, Kenya (Doctoral dissertation, KCA University).
Anita, R. & Smriti, M. (2013). ICT skills and attitude as determinants of ICT. Pedagogy Integration European Academic Research, 1(3).
Baran, E., Chuang, H. H. & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. TOJET: The Turkish Online Journal of Educational Technology, 10(4), 370–377.
Barrett, A. K. (2018). Technological appropriations as workarounds: Integrating electronic health records and adaptive structuration theory research. Information Technology & People, 31(2), 368-387.
Blevins, B. (2018). Teaching digital literacy composing concepts: focusing on the layers of augmented reality in an era of changing technology. Computers and Composition, 50, 21-38.
Boholano, H. (2013). ICT based instruction in a constructivist classroom. Int .J. Comp. Educ. Dev., 15(2), 124‐136.
Chidobe, R. (2015). Extent of ICT application in the management of administrative and student personnel records in the public universities in Enugu State, Nigeria. Journal of Education, 5(4), 64-61.
Deya, J. (2016). Relationship between dynamic capabilities and competitive advantage of Technical, Vocational and Entrepreneurship Training Institutions in Kenya (Doctoral dissertation, Business Administration (Strategic Management), JKUAT).
Dixon, R. A., & Hutton, D. M. (2016). STEM and TVET in the Caribbean: A Framework for Integration at the Primary, Secondary and Tertiary Levels. Caribbean Curriculum, 24, 1-26.
Elbasha, T., & Wright, A. (2017). Reconciling structure and agency in strategy-as-practice research: Towards a strong-structuration theory approach. M@ n@ gement, 20(2), 107-128.
Engida, T. (2011). ICT-enhanced teacher development model. UNESCO, IICBA. Addis Ababa, Ethiopia: UNESCO-IICBA.
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Kimosop, M. & Mulwa. D. (2016). Towards an ICT integrated management of school curriculum: A review of the status in secondary schools in Uasin-Gishu and Nandi Counties, Kenya. Journal of Educational Policy and Entrepreneurial Research, 3(4), 49-59.
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Kozma, R. B. (2011). The technological, economic, and social contexts for educational ICT policy in R. B. Kozma, (ed.), Transforming Education: The Power of ICT Policies. Paris: UNESCO.
Kristiawan, M., & Muhaimin, M. (2019). Teachers’ obstacles in utilizing information and communication technology. International Journal of Educational Review, 1(2), 56-61.
Krüger, J., & Rhiel, M. (2016). Determinants of ICT infrastructure:A cross-country statistical analysis, Darmstadt Discussion Papers in Economics, No. 228.
Latchem, C. (2017). ICTs, blended learning and TVET transformation. Using ICTs and Blended Learning in Transforming TVET, 27.
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Maina, M. T. M. (2018). An Audit of ICT Funding Towards Effective Integration of ICT in Selected TVET Institutions in Kenya. COMMISSION FOR UNIVERSITY EDUCATION, 220.
Maina, T. M., Ogalo, J., & Mwai, N. (2016). The Pedagogical Readiness of Instructors towards Achieving Integration of ICT's in TVET Institutions in Kenya. Research in Pedagogy, 6(1), 55-65.
Meryo D. K., & Boit J. M. (2012). The challenges of using information commuincation technology in school administration in Kenya. Moi University.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
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MOE. (2014). Report on Ministry achievements in the last one year. Nairobi: Kenya.
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Murgor, T. K. (2015). Challenges Facing Adoption of Information Communication Technology in African Universities. Journal of Education and Practice, 6(25), 62-68.
Muyaka, J., & Kitainge, K. M. (2021). Implementation Of Whole Youth Development Skills in Kenya’s TVET Institutions.
Mwalongo, A. (2011). Teachers’ perception about ICT for teaching, professional development, administration and personal Use. International Journal of Education and Development using Information and Communication Technology (IJEDICT). 7(3), 36-49.
Mwangi, J. (2016). ICT Adoption In The Management Of TVET Institutions In Kenya (Doctoral dissertation, University Of Nairobi).
NCST. (2010). ICT capacities and capabilities in secondary schools in Kenya. Nairobi, Government Printer.
Obwoge, M. E., & Kibor, S. J., (2016). Factors influencing trainee career choice in TVET institutions in North Rift Kenya. Social Sciences, 3(03), 2016.
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Oyeronke, A & Fagbohun, M. (2013). An Assessment of computer and ICT skills among secondary school teachers in Ota Ogun State. Library Philosophy and Practice (e-journal). Paper 846.
Patra, J. N., & Mete, J. (2014). The Role of ICT in improving the Quality of School Education in India. International Educational E-Journal, 3(2), 2277-2456.
Peeraer, J., & Van Petegem, P. (2011). How to address integration of ICT in teaching practice? Research on factors influencing the use of ICT in education. Education in a technological world: communicating current and emerging research and technological efforts, 237-244.
Pradhan, R. P., Arvin, M. B., Nair, M., & Bennett, S. E. (2020). Sustainable economic growth in the European Union: The role of ICT, venture capital, and innovation. Review of Financial Economics, 38(1), 34-62.
Raihan, M. A., & Shamim, M. R. H. (2013). A study to explore the practice of ICTs in TVET in Bangladesh and South Korea. International Journal of Engineering Science and Innovative Technology, 2(4), 351–360.
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Rowley, J. (2014). Designing and using research questionnaires. Management research review.
Saina, A. K., Mukwa, C., & Kyalo, M. (2018). TVET in Driving Sustainable Development: Strategies for Mitigating Challenges Associated with the Integration of ICT in Instruction of Engineering Subjects. Africa Journal of Technical and Vocational Education and Training, 3(1), 229-237.
Sani A.(2014) Towards the effective integration of ICT in educational practices; a Review of the situation in Nigeria. American Journal of Science and Technology. 1(3), 116-121.
Sarkar, S. (2012). The role of information and communication technology (ICT) in higher education for the 21st century. Science, 1(1), 30-41.
Tok, B. R., & Sora, M. (2013). Perspective of emerging integrating technology (ICT) in learning and teaching. International Journal of Information and Education Technology, 3(2), 282.
Tomaro, Q. P. V. (2018). ICT integration in the educational system of Philippines. Journal of Governance and Public Policy, 5(3), 259-282.
UN. (2015). Sustainable Development Goals. Newyork: UN
UNESCO. (2011). Transforming education: The power of ICT policies. Paris:
UNESCO. (2014). ICT competency standards for teachers (policy framework, competency standards modules, implementation guidelines). Paris, UNESCO
UNESCO. (2015) . Unleashing the Potential: Transforming TVET, Paris.
UNESCO. (2017). Beyond access, ICT enhanced innovative pedagogy in Asian Pacific Countries. UNESCO: Bangkok.
Wilberforce, K. P. (2017). Influence of awareness and institutional accessibility on the choice of training by students in technical institutes of science and technology in
Bungoma county, KENYA. European Journal of Education Studies.
World Bank. (2017). Survey of ICT and education in Africa: Kenya country report. InfoDev ICT and Education Series. World Bank, Washington, DC. © World Bank.
Addah, J. (2012). Computer literacy and E-learning: Attitudes among first year students in a Ghanaian medical school. International Journal of Computer Applications, 51(22), 21-25.
Afzaal H. S. (2012). A Preliminary study of school administrators’ use of information and communication technologies: Bruneian perspective. International Journal of
Education and Development using Information and communication Technology, 8(1), 29-45
Agufana, P. B., Too, J. K., & Mukwa, C. W. (2018). Assessment of perceived ease of use and instructional use of ICT by lecturers in technical training institutions in Kenya.
Aktaruzzaman, M., & Plunkett, M. (2016). Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The ASTIDE Model. European Journal of Open, Distance and E-Learning, 19(1), 19-35.
Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125, 212-225.
Amukhuma, C. E. (2018). Challenges Facing the Implementation of Integrated Financial Management Information Systemin Technical and Vocational Education and Training Institutions in Nairobi County, Kenya (Doctoral dissertation, KCA University).
Anita, R. & Smriti, M. (2013). ICT skills and attitude as determinants of ICT. Pedagogy Integration European Academic Research, 1(3).
Baran, E., Chuang, H. H. & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. TOJET: The Turkish Online Journal of Educational Technology, 10(4), 370–377.
Barrett, A. K. (2018). Technological appropriations as workarounds: Integrating electronic health records and adaptive structuration theory research. Information Technology & People, 31(2), 368-387.
Blevins, B. (2018). Teaching digital literacy composing concepts: focusing on the layers of augmented reality in an era of changing technology. Computers and Composition, 50, 21-38.
Boholano, H. (2013). ICT based instruction in a constructivist classroom. Int .J. Comp. Educ. Dev., 15(2), 124‐136.
Chidobe, R. (2015). Extent of ICT application in the management of administrative and student personnel records in the public universities in Enugu State, Nigeria. Journal of Education, 5(4), 64-61.
Deya, J. (2016). Relationship between dynamic capabilities and competitive advantage of Technical, Vocational and Entrepreneurship Training Institutions in Kenya (Doctoral dissertation, Business Administration (Strategic Management), JKUAT).
Dixon, R. A., & Hutton, D. M. (2016). STEM and TVET in the Caribbean: A Framework for Integration at the Primary, Secondary and Tertiary Levels. Caribbean Curriculum, 24, 1-26.
Elbasha, T., & Wright, A. (2017). Reconciling structure and agency in strategy-as-practice research: Towards a strong-structuration theory approach. M@ n@ gement, 20(2), 107-128.
Engida, T. (2011). ICT-enhanced teacher development model. UNESCO, IICBA. Addis Ababa, Ethiopia: UNESCO-IICBA.
European Commission. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education , 4(8), 11-27.
Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators (Vol. 3, pp. 189-200). New York: Routledge.
Hooker, M., Mwiyeria, E., Waweru, S., Ocharo, M., Bassi, R., Palmer, L., & Clarke, D. (2011). TIVET ICT baseline survey. TIVET Institutions
Hutchison, A. and Reinking, D., (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: a national survey in the United States. Reading Research Quarterly, 46, 312-333.
Juma, K. S., Raihan, M. A., & Clement, C. K. (2016). Role of ICT in higher educational administration in Uganda. World Journal of Educational Research, 3(1), 1.
Kanwar, A., Balasubramanian, K., & Carr, A. (2019). Changing the TVET paradigm: new models for lifelong learning. International Journal of Training Research, 17(sup1), 54-68.
Khan, M. S. H., Bibi, S., & Hasan, M. (2016). Australian technical teachers’ experience of technology integration in teaching. Sage Open, 6(3), 2158244016663609.
Kimosop, M. & Mulwa. D. (2016). Towards an ICT integrated management of school curriculum: A review of the status in secondary schools in Uasin-Gishu and Nandi Counties, Kenya. Journal of Educational Policy and Entrepreneurial Research, 3(4), 49-59.
Kipchumba, F. S. (2021). Teachers’ readiness to implement ICT for teaching and learning of science in Public Secondary Schools in West Pokot County, Kenya.
Kiplangat, S. H. (2021). An Evaluation of Access to Technical Training in Tvets Using Technology in Marginalized Kenya. A Focus of West Pokot and Trans–Nzoia (Doctoral dissertation, University of Nairobi).
Kozma, R. B. (2011). The technological, economic, and social contexts for educational ICT policy in R. B. Kozma, (ed.), Transforming Education: The Power of ICT Policies. Paris: UNESCO.
Kristiawan, M., & Muhaimin, M. (2019). Teachers’ obstacles in utilizing information and communication technology. International Journal of Educational Review, 1(2), 56-61.
Krüger, J., & Rhiel, M. (2016). Determinants of ICT infrastructure:A cross-country statistical analysis, Darmstadt Discussion Papers in Economics, No. 228.
Latchem, C. (2017). ICTs, blended learning and TVET transformation. Using ICTs and Blended Learning in Transforming TVET, 27.
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Maina, M. T. M. (2018). An Audit of ICT Funding Towards Effective Integration of ICT in Selected TVET Institutions in Kenya. COMMISSION FOR UNIVERSITY EDUCATION, 220.
Maina, T. M., Ogalo, J., & Mwai, N. (2016). The Pedagogical Readiness of Instructors towards Achieving Integration of ICT's in TVET Institutions in Kenya. Research in Pedagogy, 6(1), 55-65.
Meryo D. K., & Boit J. M. (2012). The challenges of using information commuincation technology in school administration in Kenya. Moi University.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
MOE. (2012). Sessional Paper No. 10 of 2012 on Kenya Vision 2030. Nairobi: Government Printer.
MOE. (2014). Report on Ministry achievements in the last one year. Nairobi: Kenya.
Mugiraneza, J. P. (2021). Digitalization in teaching and education in Rwanda. The Report, 28.
Murgor, T. K. (2015). Challenges Facing Adoption of Information Communication Technology in African Universities. Journal of Education and Practice, 6(25), 62-68.
Muyaka, J., & Kitainge, K. M. (2021). Implementation Of Whole Youth Development Skills in Kenya’s TVET Institutions.
Mwalongo, A. (2011). Teachers’ perception about ICT for teaching, professional development, administration and personal Use. International Journal of Education and Development using Information and Communication Technology (IJEDICT). 7(3), 36-49.
Mwangi, J. (2016). ICT Adoption In The Management Of TVET Institutions In Kenya (Doctoral dissertation, University Of Nairobi).
NCST. (2010). ICT capacities and capabilities in secondary schools in Kenya. Nairobi, Government Printer.
Obwoge, M. E., & Kibor, S. J., (2016). Factors influencing trainee career choice in TVET institutions in North Rift Kenya. Social Sciences, 3(03), 2016.
OECD (2014), Measuring innovation in education: A new perspective. Paris: OECD Publishing.
Oyeronke, A & Fagbohun, M. (2013). An Assessment of computer and ICT skills among secondary school teachers in Ota Ogun State. Library Philosophy and Practice (e-journal). Paper 846.
Patra, J. N., & Mete, J. (2014). The Role of ICT in improving the Quality of School Education in India. International Educational E-Journal, 3(2), 2277-2456.
Peeraer, J., & Van Petegem, P. (2011). How to address integration of ICT in teaching practice? Research on factors influencing the use of ICT in education. Education in a technological world: communicating current and emerging research and technological efforts, 237-244.
Pradhan, R. P., Arvin, M. B., Nair, M., & Bennett, S. E. (2020). Sustainable economic growth in the European Union: The role of ICT, venture capital, and innovation. Review of Financial Economics, 38(1), 34-62.
Raihan, M. A., & Shamim, M. R. H. (2013). A study to explore the practice of ICTs in TVET in Bangladesh and South Korea. International Journal of Engineering Science and Innovative Technology, 2(4), 351–360.
Roberts, R., & Sikes, J. (2011). How IT is managing new demands: Mckinsey Global Survey Results. Mckinsey on Business Technology, 22(Spring), 24-33.
Rowley, J. (2014). Designing and using research questionnaires. Management research review.
Saina, A. K., Mukwa, C., & Kyalo, M. (2018). TVET in Driving Sustainable Development: Strategies for Mitigating Challenges Associated with the Integration of ICT in Instruction of Engineering Subjects. Africa Journal of Technical and Vocational Education and Training, 3(1), 229-237.
Sani A.(2014) Towards the effective integration of ICT in educational practices; a Review of the situation in Nigeria. American Journal of Science and Technology. 1(3), 116-121.
Sarkar, S. (2012). The role of information and communication technology (ICT) in higher education for the 21st century. Science, 1(1), 30-41.
Tok, B. R., & Sora, M. (2013). Perspective of emerging integrating technology (ICT) in learning and teaching. International Journal of Information and Education Technology, 3(2), 282.
Tomaro, Q. P. V. (2018). ICT integration in the educational system of Philippines. Journal of Governance and Public Policy, 5(3), 259-282.
UN. (2015). Sustainable Development Goals. Newyork: UN
UNESCO. (2011). Transforming education: The power of ICT policies. Paris:
UNESCO. (2014). ICT competency standards for teachers (policy framework, competency standards modules, implementation guidelines). Paris, UNESCO
UNESCO. (2015) . Unleashing the Potential: Transforming TVET, Paris.
UNESCO. (2017). Beyond access, ICT enhanced innovative pedagogy in Asian Pacific Countries. UNESCO: Bangkok.
Wilberforce, K. P. (2017). Influence of awareness and institutional accessibility on the choice of training by students in technical institutes of science and technology in
Bungoma county, KENYA. European Journal of Education Studies.
World Bank. (2017). Survey of ICT and education in Africa: Kenya country report. InfoDev ICT and Education Series. World Bank, Washington, DC. © World Bank.
Published
2023-05-18
How to Cite
Mwangi, G. R., Njoka, J., Kimosop, M., & Murumba, J. (2023, May 18). Assessment of ICT Integration in Pedagogy in Technical Training Institutions in Nyeri and Nairobi Counties, Kenya. African Journal of Education,Science and Technology, 7(3), Pg 880-891. https://doi.org/https://doi.org/10.2022/ajest.v7i3.922
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