Assessment of ICT integration in pedagogy in technical training institutions in Nyeri and Nairobi Counties, Kenya

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.