Influence of Teachers’ Competencies on ICT Implementation in Kenyan Universities

Abstract

Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of P < 0.005 . The P value is less than the chosen significance level α = 0.05, which checks for independence on the teachers’ competencies on ICT implementation. Therefore, implying that the null hypothesis was rejected at the 5% level of testing. The conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT implementation. Therefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.

A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools

“…English teachers were selected using a purposive sampling procedure from different junior secondary schools in Western China. Purposive sampling entails picking units based on certain criteria that are necessary and appropriate for the study [5,6]. The selection process was based on the location of the participants.…”

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Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon

“…However, Ngajie and Ngo (2016) posit that most primary school teachers in Cameroon still lack ICT competences to teaching ICT due to inadequate training. Therefore, teachers' competencies on ICT in the 21st century require a regular update on knowledge and skills to be in tandem with the technology dynamic to implement it in classroom instruction (Bariu, Chun & Boudouaia, 2022). Thus, training of teachers on ICT should be relevant so that teachers can be well equipped with both technological and pedagogical competences that will enable them to teach with a lot of ease.…”

Teacher’s Perspective on The Challenges of Using ICT in Teaching: A Case Study in Education Faculty

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