Influence of Computer Expertise on Teacher-Educators’ Integration Information and Communication Technology in Instruction

Abstract

The integration of information and communication technology (ICT) into teaching and learning in tertiary institutions depends on many factors. Some of these factors are associated with teacher-educators. Teachereducators play an important role in the integration of ICT in instruction. The purpose of this study was to establish the influence of computer expertise on teacher-educators’ integration information and communication technology in instruction in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire and an interview guide. The data collected was analysed descriptively with the help of SPSS program for frequencies, means, standard deviation and percentages. The Pearson Moment Correlation was used to determine relationship between teacher-educators’ computer expertise and ICT integration while regression analysis was used to establish whether computer expertise is a good predictor of ICT integration among the teacher-educators. A p-value of less than 0.05 was interpreted as significant. The study results indicated a low level of ICT integration in instruction in all teacher training colleges. It also showed that there were significant relationships between teacher educators’ level of ICT integration in instruction and their expertise. Provision of computers and other infrastructure in colleges may not automatically lead to integration of ICT in instruction unless the government addresses teacher-educators’ ICT expertise. Thus, the researcher recommends that teacher training colleges should provide more in-service training on ICT integration in order to improve teacher-educators’ skills so as to raise their level of ICT integration in instruction.