TEACHER PREPAREDNESS AND INTEGRATION OF DIGITAL TECHNOLOGIES: EVIDENCE FROM FOUNDATION PHASE TEACHERS IN KENYA

Authors: Violet R. Otieno, PhD, Benson Charles Odongo, PhD & Peter Jo Aloka, PhD

ABSTRACT

The study investigated teacher preparedness and integration of digital technologies among foundation phase teachers in Kenya. The Ex post facto research design was adopted. The target population for the study was 345 teachers consisting of 225 grade 1-3 teachers and 90 foundation phase teachers. The sample size for the study consisted of 263 foundation phase teachers. Reliability of the questionnaires was ascertained by Cronbach’s alpha method and α of 0.7 to 0.8 were reported. Pearson correlation and linear regression were used to analyze data. The findings indicated a significant highly positive correlation (n=202; r =.711; p < 0.05)between status of digital literacy and integration of digital technologies;  a low positive correlation (n=202; r =.292; p <.05) between relevancy and adequacy of teachers training and integration of digital technologies; a weak (n=202; r =.332; p<.05), positive correlation between teachers’ ICT advancement and integration of digital technologies; and, a statistically significant (n=202; r =.384; p < 0.05) positive correlation between teachers’ perception and integration of digital technologies. The teacher’s status of digital literacy had the highest impact on enhancing Integration of Digital Technology. The study recommends that the Ministry of Education Science and Technology should enhance more structured training on literacy for teachers.

Keywords: digital technologies; foundation phase; integration; Kenya; teacher preparedness

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