A case study of the Primary Teacher training Colleges in Kenya
OREDO JOHN OTIENO
To Strathmore University as a dissertation in partial fulfillment of the requirements of the degree of Master of Science in Information Technology (MSc.IT)
I certify that this dissertation is my original work and all material in this dissertation which is not my own work has been identified. I further certify that no material has previously been submitted and approved for the award of a degree by this or any other University.
This dissertation is available for library use on the understanding that it is copyright material and that no quotation from the dissertation may be published without proper acknowledgement.
SIGNED……………………………………………….DATE……………………….. Oredo John Otieno
This project report has been submitted for examination with my approval as the University Supervisor.
SIGNED……………………………………………………………DATE……………. Freddie R. Acosta, PhD.
Director – Academic and Research and
Senior Lecturer – Faculty of Information Technology
To my parents,
who worked so hard to ensure
we got an education despite the many difficulties.
My immense gratitude to almighty God for the gift of life and good health, without which I would not reach this far.
I thank my research project supervisor Dr. Freddie Acosta, for the invaluable time he spent discussing with me the progress of this project.
I would also like to acknowledge the tremendous input this piece of work received from Mr. Kweyu, Mr. Oketch and Mr. Kandiri, all of Strathmore University, Faculty of Information Technology. Thanks for the time you availed to read this work and the informative discussions we had during the initial stages of this project. Thanks to Mark Sudi, who ran the errands and entered the data collected into the computer for analysis.
Great thanks to the Strathmore School community. Each one of you lent a hand directly or indirectly towards this effort.
To all my friends – hats off, thanks for the tremendous support you have always given me unconditionally. A big asante sana to you all.
Teachers are under increasing pressure to use Information and Communication Technology to impart to students the knowledge, skills and attitudes they need to survive in the twenty first century. The teaching profession needs to migrate from a teacher-centred lecture based instruction, o a student–centred interactive learning environment. To attain this aspiration, an ICT enabled teacher education is fundamental. Towards this end, international and national authorities have been spending huge sums of money to facilitate the implementation of ICT teacher education.
This work attempts to evaluate the usage of the available ICT facilities in the Kenyan public primary teacher colleges focusing on the quantity of computer use, focus of computer use, and the levels attained in terms of using ICTs to support, expand and transform teaching and learning. The study shows that the quantity of computer use is still very low and that there is a wide rhetoric-reality gap. The bigger chunk of time spent on computers is used to learn ICT skills. Since the tool used to perform the evaluation was developed for use in primary schools (Computer Use Framework), the study proposes a more expanded evaluation framework that can be used to evaluate ICTs in teacher education.
LIST OF ABBREVIATIONS
Information and Communication Technology
United Nations Education, Social and Cultural Organization
Millennium Development Goals
Education For All
Kenya Education Sector Support Program
Economic Recovery Strategy
Ministry Of Education, Science, and Technology
Computer Practice Framework