{"id":1515,"date":"2021-11-08T15:29:51","date_gmt":"2021-11-08T20:29:51","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1515"},"modified":"2021-11-08T15:29:51","modified_gmt":"2021-11-08T20:29:51","slug":"1515","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1515","title":{"rendered":""},"content":{"rendered":"\n<p>Amtallah, A. K. (2020).\u00a0<em>Institutional factors influencing students&#8217; preparedness on integration of information and communication technology in teaching and learning: Case of Eregi Teachers Training College, Kenya<\/em> [Doctoral dissertation, University of Nairobi]. University of Nairobi Research Archive.\u00a0<a rel=\"noreferrer noopener\" href=\"http:\/\/erepository.uonbi.ac.ke\/handle\/11295\/152963\" target=\"_blank\">http:\/\/erepository.uonbi.ac.ke\/handle\/11295\/152963<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>&#8220;The&nbsp;&nbsp;study&nbsp;&nbsp;purpose&nbsp;&nbsp;was to determine institutional factors that influence students\u2019 preparedness in integrating Information&nbsp;&nbsp;and&nbsp;&nbsp;Communication&nbsp;&nbsp;Technology&nbsp;&nbsp;(ICT)&nbsp;&nbsp;in teaching&nbsp;&nbsp;and&nbsp;&nbsp;learning:&nbsp;&nbsp;Case&nbsp;&nbsp;of&nbsp;&nbsp;Eregi&nbsp;&nbsp;Teachers\u2019&nbsp;&nbsp;Training&nbsp;&nbsp;College,&nbsp;&nbsp;Kenya. Study objectives&nbsp;&nbsp;were to evaluate the&nbsp;&nbsp;extent ICT&nbsp;&nbsp;curriculum&nbsp;&nbsp;influence,&nbsp;&nbsp;determine&nbsp;&nbsp;the influence of college ICT infrastructure, and establish the extent of teacher educators teaching&nbsp;approaches&nbsp;&nbsp;on students\u2019 preparedness in&nbsp;&nbsp;teaching&nbsp;&nbsp;and&nbsp;&nbsp;learning with&nbsp;&nbsp;ICT integration at Eregi&nbsp;&nbsp;teachers\u2019&nbsp;training&nbsp;&nbsp;college. Herein,&nbsp;&nbsp;a case&nbsp;&nbsp;study&nbsp;&nbsp;design was employed. The&nbsp;&nbsp;study population&nbsp;&nbsp;comprised&nbsp;&nbsp;of 565peoplehaving65teacher educators and 500 second year students. A representative of 20 and 100% of the2ndyear&nbsp;&nbsp;&nbsp;students&nbsp;&nbsp;&nbsp;and teacher&nbsp;&nbsp;&nbsp;educators,&nbsp;&nbsp;&nbsp;respectively, were&nbsp;&nbsp;&nbsp;purposively sampled. Hence,&nbsp;&nbsp;with&nbsp;&nbsp;the&nbsp;said&nbsp;&nbsp;proportions,&nbsp;&nbsp;a&nbsp;&nbsp;response&nbsp;&nbsp;rate&nbsp;&nbsp;of&nbsp;&nbsp;95and&nbsp;&nbsp;100%&nbsp;&nbsp;for second&nbsp;&nbsp;year students&nbsp;&nbsp;&nbsp;and&nbsp;&nbsp;&nbsp;teacher&nbsp;&nbsp;&nbsp;educators were achieved,&nbsp;&nbsp;&nbsp;respectively.&nbsp;&nbsp;&nbsp;Two&nbsp;&nbsp;&nbsp;sets&nbsp;&nbsp;&nbsp;of questionnaires on&nbsp;&nbsp;respective&nbsp;&nbsp;study&nbsp;&nbsp;participants were&nbsp;&nbsp;used&nbsp;&nbsp;in&nbsp;&nbsp;data&nbsp;&nbsp;collection.T he data&nbsp;&nbsp;on college&nbsp;&nbsp;ICT&nbsp;&nbsp;infrastructure&nbsp;&nbsp;and&nbsp;&nbsp;indicators&nbsp;&nbsp;of&nbsp;&nbsp;ICT&nbsp;&nbsp;integration&nbsp;&nbsp;in&nbsp;&nbsp;teacher education were evaluated through a focused group discussion guide and observation checklist. Validity&nbsp;&nbsp;and&nbsp;reliability&nbsp;&nbsp;of&nbsp;&nbsp;research&nbsp;&nbsp;instruments&nbsp;&nbsp;was&nbsp;&nbsp;determined&nbsp;&nbsp;by incorporating&nbsp;&nbsp;recommendations&nbsp;&nbsp;from&nbsp;&nbsp;supervisors&nbsp;and&nbsp;&nbsp;piloted&nbsp;&nbsp;on&nbsp;&nbsp;a&nbsp;&nbsp;few&nbsp;&nbsp;identical subjects not part of sample of the study using 10 percent of the sample size. Based on&nbsp;&nbsp;the&nbsp;&nbsp;reliability,&nbsp;&nbsp;a correlation&nbsp;&nbsp;of&nbsp;&nbsp;0.88and&nbsp;&nbsp;0.84were&nbsp;&nbsp;obtained from the teacher educatorsand2nd year students, respectively. SPSS version 20 was used to analyze the quantitative data and results presented in tables and pie charts, however, content analysis&nbsp;&nbsp;method&nbsp;&nbsp;was&nbsp;&nbsp;used&nbsp;&nbsp;to&nbsp;&nbsp;analyze qualitative&nbsp;&nbsp;data. As&nbsp;&nbsp;of&nbsp;&nbsp;the background information, basing on gender, the teacher educators was skewed towards the male while&nbsp;&nbsp;the&nbsp;student was&nbsp;&nbsp;skewed&nbsp;&nbsp;towards&nbsp;&nbsp;the&nbsp;&nbsp;females.&nbsp;&nbsp;Majority&nbsp;&nbsp;of&nbsp;&nbsp;teacher&nbsp;&nbsp;educators were&nbsp;&nbsp;above&nbsp;&nbsp;40&nbsp;&nbsp;years with&nbsp;&nbsp;a&nbsp;certificate&nbsp;&nbsp;in&nbsp;&nbsp;ICT.&nbsp;&nbsp;Notably, 61.6% of&nbsp;&nbsp;the&nbsp;&nbsp;teacher educators had teaching&nbsp;&nbsp;experience&nbsp;&nbsp;of&nbsp;&nbsp;over&nbsp;&nbsp;20&nbsp;&nbsp;years&nbsp;&nbsp;with&nbsp;&nbsp;either&nbsp;&nbsp;a&nbsp;&nbsp;Bachelor&nbsp;&nbsp;of Education&nbsp;&nbsp;or&nbsp;&nbsp;Masters&nbsp;&nbsp;in&nbsp;&nbsp;Education.&nbsp;&nbsp;However, with&nbsp;&nbsp;a&nbsp;&nbsp;combination&nbsp;&nbsp;of&nbsp;&nbsp;the&nbsp;&nbsp;factors, teacher&nbsp;&nbsp;educators&nbsp;&nbsp;appreciate&nbsp;&nbsp;the&nbsp;&nbsp;need&nbsp;&nbsp;of skills&nbsp;&nbsp;in&nbsp;&nbsp;teaching&nbsp;&nbsp;and&nbsp;&nbsp;learning using&nbsp;&nbsp;ICT. As worth&nbsp;mentioning,&nbsp;&nbsp;that&nbsp;&nbsp;from&nbsp;&nbsp;the&nbsp;&nbsp;study, students&nbsp;&nbsp;are&nbsp;&nbsp;fully&nbsp;&nbsp;exposed&nbsp;&nbsp;to&nbsp;&nbsp;the&nbsp;&nbsp;ICT curriculum design used; should be oriented in teaching and learning using ICT as it influences their preparedness. With adequate ICT infrastructure in college, students are&nbsp;&nbsp;likely&nbsp;&nbsp;to&nbsp;&nbsp;be&nbsp;&nbsp;trained&nbsp;&nbsp;on&nbsp;&nbsp;them. Despite&nbsp;&nbsp;teaching&nbsp;&nbsp;practice&nbsp;&nbsp;being&nbsp;&nbsp;compulsory&nbsp;&nbsp;in teacher&nbsp;&nbsp;education,&nbsp;&nbsp;ICT use in&nbsp;&nbsp;teaching&nbsp;&nbsp;and&nbsp;&nbsp;learning&nbsp;&nbsp;is&nbsp;&nbsp;not&nbsp;&nbsp;a&nbsp;&nbsp;component in assessment of&nbsp;teaching&nbsp;&nbsp;practice. Moreover,&nbsp;&nbsp;it&nbsp;&nbsp;is&nbsp;&nbsp;handled casually&nbsp;&nbsp;as&nbsp;&nbsp;is&nbsp;&nbsp;never assessed. In&nbsp;&nbsp;adoptive&nbsp;&nbsp;perspective, policy&nbsp;&nbsp;makers&nbsp;&nbsp;and&nbsp;&nbsp;curriculum&nbsp;&nbsp;developers&nbsp;&nbsp;of teacher education can infuse ICT in all subjects but retain ICT subject for basic ICT skills.&nbsp;&nbsp;As&nbsp;&nbsp;a&nbsp;&nbsp;result&nbsp;&nbsp;to make&nbsp;&nbsp;ICT&nbsp;&nbsp;subject&nbsp;&nbsp;examinable&nbsp;&nbsp;in&nbsp;&nbsp;PTE, they&nbsp;&nbsp;should introduce assessment&nbsp;&nbsp;on use of&nbsp;&nbsp;ICT&nbsp;&nbsp;in&nbsp;&nbsp;teaching&nbsp;&nbsp;and&nbsp;&nbsp;learning&nbsp;&nbsp;as a component&nbsp;&nbsp;of&nbsp;&nbsp;teaching practice assessment, invest more in college ICT infrastructure and teacher educators to train on teaching approaches that contribute to ICT use in teaching and learning. Previous studies as&nbsp;&nbsp;demonstrated&nbsp;&nbsp;on other colleges had&nbsp;&nbsp;shown&nbsp;&nbsp;that&nbsp;&nbsp;they in fluence the teaching practice on teaching and learning integrated with ICT.&#8221;&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Amtallah, A. K. (2020).\u00a0Institutional factors influencing students&#8217; preparedness on integration of information and communication technology in teaching and learning: Case of Eregi Teachers Training College, Kenya [Doctoral dissertation, University of Nairobi]. University of Nairobi Research Archive.\u00a0http:\/\/erepository.uonbi.ac.ke\/handle\/11295\/152963 Abstract: &#8220;The&nbsp;&nbsp;study&nbsp;&nbsp;purpose&nbsp;&nbsp;was to determine institutional factors that influence students\u2019 preparedness in integrating Information&nbsp;&nbsp;and&nbsp;&nbsp;Communication&nbsp;&nbsp;Technology&nbsp;&nbsp;(ICT)&nbsp;&nbsp;in teaching&nbsp;&nbsp;and&nbsp;&nbsp;learning:&nbsp;&nbsp;Case&nbsp;&nbsp;of&nbsp;&nbsp;Eregi&nbsp;&nbsp;Teachers\u2019&nbsp;&nbsp;Training&nbsp;&nbsp;College,&nbsp;&nbsp;Kenya.&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1515\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[172,173,500,507,525,562],"coauthors":[2301],"class_list":["post-1515","post","type-post","status-publish","format-standard","hentry","category-dissertation","tag-student-preparedness","tag-kenya","tag-ict","tag-information-and-communication-technology","tag-higher-education","tag-technology-integration","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1515","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1515"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1515\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1515"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1515"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1515"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1515"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}