Kenya Primary School Teachers’ Preparation in Ict Teaching: Teacher Beliefs, Attitudes, Self-Efficacy, Computer Competence, and Age

Abstract

Information and Communication Technologies (ICT) has become globally recognized as an effective medium for learning. The Kenyan government made a commitment to provide computers for use in teaching in primary schools. This is expected to enable teachers to integrate ICT in their teaching beginning in primary standard one. Teachers will directly implement the ICT project at the classroom level, so are very crucial players to its effectiveness. This article discusses the preparedness of lower primary school teachers for this implementation process regarding their beliefs and attitudes, computer competence, and computer self-efficacy. The authors argue that the provision of computers and other infrastructure in schools may not automatically lead to integration of ICT in schools unless the government addresses teachers' beliefs and attitudes, computer competence and their self-efficacy. The authors recommend revision of the primary teacher education preparation syllabus and training practice for preservice teachers in ICT pedagogy to enhance their preparation to integrate ICT in their teaching in primary school. Keywords: ICT Teacher Age, ICT Primary Education, Teacher Self-efficacy, Kenya Teacher Computer Competence, Kasarani Division, Kenya. IntroductionThe twenty-first century witnessed rapid globalization and infiltration of Information and Communication Technologies (ICT) in almost all sectors of life. The rapid advancement of ICT and the subsequent emergence of the "knowledge-based" society make it almost mandatory to integrate ICT in teaching and learning at all levels of schooling. The use of ICT in schools has many benefits to the learner. These include easy access to digital information and understanding of concepts (Brush, Glazewski and Hew, 2008); and facilitating student-centered and self-

Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology and Mathematics Teachers’ Computer Self-efficacy

“…This is because if teachers perceived the proposed computer programmes as achieving neither their own nor their students' desires, they are less likely to try to integrate technology into their teaching and learning process. One major factor that affects the successful use of computers in the teaching space is the teacher attitude toward computer (Wambiri & Ndani, 2016;Awofala, Akinoso & Fatade, 2017;Huang & Liaw, 2005) and it is a significant predictor of future computer use in the classroom (Mingaine, 2013;Myers & Halpin, 2002) in which the amount of computer experience has a positive effect on attitude towards computers (Kumar & Kumar, 2003;Abidin, Pour-Mohammadi, Shoar, See, & Jafre, 2011).…”

Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools

“…However, in some cases where teachers received training, it was basic computer literacy on computer programs such as Microsoft Office and Excel that did not equip them for technology integration in classrooms (Mwangi & Khatete, 2017 ). Comparably, Wambiri and Ndani ( 2016 ) opine that their analysis of documents on primary teacher training in Kenya proved that there was a gap in the pedagogical use of ICT. A study by Muinde and Mbataru ( 2019 ) in Machakos County, found that 85% of teachers had received ICT training from the ministry of education.…”

“…Globalization and rapid changes in technology have created a knowledge-based economy in the 21st Century. Consequently, governments have invested in the integration of ICT in education at all levels to equip the learners with the skills needed for modern life and beyond (Wambiri & Ndani, 2016 ). This inclusion and massive investment in educational technology is believed to have had a positive effect in some countries like South Korea where extraordinary economic growth has been experienced since the 1970s (Sanchez et al, 2011 ).…”

“…Studies on how perception affects the integration of ICT in education show that what teachers think about the use of technology affects their acceptance and subsequent application in their activities (Wambiri & Ndani, 2016 ). They argue that the government’s investment through the provision of devices without addressing teachers’ attitudes and beliefs may not yield the desired results.…”

“…They argue that the government’s investment through the provision of devices without addressing teachers’ attitudes and beliefs may not yield the desired results. In a study to assess teachers’ beliefs, attitudes, self-efficacy, computer competency, and age, Wambiri and Ndani ( 2016 ) found out that younger teachers had a high positive attitude towards technology. This finding they add could be attributed to the younger teachers having received technology training in the teacher training colleges.…”