TEACHER PREPAREDNESS ON USE OF E-RESOURCES IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

Authors: Mark W. Muvango*, Joash Kowino Obwana & Ajuoga Milcah Aoko

ABSTRACT                                                                                                               

The Government of Kenya (GOK) has invested in technological resources considerably with a belief to support and transform learning outcomes. Despite innovative developments, there has been little empirical evidence on use of e-resources in teaching – learning of English language in public secondary schools. Specific objective of the study was to: Establish teacher preparedness on use of e-resources in teaching – learning of English language in public secondary schools in Kakamega County, Kenya. The study found out that teachers lacked computer and internet skills (58.3%) for teaching and learning process. Based on the findings, the study recommended that the Ministry of Education (MoE) in conjunction with Kenya Institute of Curriculum Development (KICD) should organise refresher courses on integration of e-resources in the curriculum. The study would contribute to development of teacher of English language in regard to integration of e-resources in education.

Keywords: Teacher preparedness, Electronic resources (E-resources).

REFERENCES

  • Ali, N. (2005). The Use of Electronic Resources at IIT Delhi Library: A study of Research behaviours. The Electronic Library Vol. 23 no. 6: 691 – 700.
  • Batchelor, S., & Nocrish, P. (2005). Framework for Assessment of ICT Pilot Projects: Beyond Monitoring and Applied Research. Washington: InforDev.
  • Becta. (2005). Evidence on the progress of ICT in Education, ICT Research: Available at: http:/foi.becta.org.uk/content.files/corporate/resources/policy-and-strategy/board/0503-mar/becta-review-/2005/pdf.
  • Bhukuvhani, C., Chiparausha, B., & Zuvalinyenga, D. (2012). Effects of Electronic  Information Resources Skills Training for Lecturers on Pedagogical Practices and Research Productivity,   International Journal of Education and Development Using Information and Communication Technology (IJEDICT), Vol. 8 (1) pp 16 – 28.
  • Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.
  • Chetna, P. (2015). ICT and Quality Education in Indian Schools, International Journal of Social Science and Humanities Research, Vol. 3 (4), pp 603 – 605, available at www.researchpublish.com.
  • Drent,  M., & Meelison, M. (2008). Which Factors obstruct or stimulate Teacher Educators to use ICT Innovatively, Computer and Education Journal, Vol. 51 (2) pp 187-199.
  • Gorder, L., M. (2008). A Study of Teacher Preparation of Instructional Technology Integration in the Classroom, Delta Pi Epsilon Journal, Vol. 50, (2) pp 63-76.
  • Gathoni, N., Njoroge, E., Kabugu, A., Kiilu, D., Ratanya, F., Gikandi, J., & Wasike, E. (2011). Monitoring and evaluation of Electronic Resources in Academic and Research Institutions in Kenya, International Network for the Availability of Scientific Publications: http://www.ecommons.aku.edu/libraries/20.
  • International Federation of Library Associations,  (IFLA). (2015). Freedom of Access to Information and Freedom of Expression-Libraries and Intellectual Freedom, Available: http://www.ifla.org/faife/present.htm> Access 8/3/2020.
  • Ivan, W. (2007). Key Factors in the Use of ICT in Primary School Classrooms, PhD Thesis, University of Tasmania.
  • Keengwa, J., & Onchwari, G. (2008). Computer Technology Integration and student Ministry of Education (2005). ICTs in Education Options Paper. The Government   Press. Nairobi.
  • Miima, B., F. (2014). Integration of ICTs in teaching and learning of Kiswahili Language in public secondary schools in Kakamega County, Kenya, PhD Thesis, Kenyatta University.
  • MOEST (2005). Kenya Education Sector Support Programme 2005 – 2010; Delivering Quality Education and Training to all Kenyans. Nairobi: Government Printers learning: Barriers and Promise. Journal of Science Education and Technology, Vol. 17 pp 560-565.
  • Ministry of Education (2012). Task Force on the Realignment of the Education Sector to the Constitution of Kenya 2010. Nairobi: Government Printer.
  • Muvango, W., M., Indoshi, F., C., & Okwara, M., O. (2019). Factors influencing the use of Media in teaching and learning of English in secondary schools in Kakamega East Sub-County, Kenya,  European Journal of Education Studies. Vol. 5(11) pp 216-221, available at: www.oapub.org/edu.
  • Muvango, W., M., Indoshi, F., C., & Okwara, M., O. (2019). Use of Media in Teaching English in Secondary Schools in Kakamega East Sub-County, Kenya, European Journal of Alternative Education Studies, Vol. 4 (1) pp  75-81, available at: www.oapub.org/edu.
  • Muyaka, J. (2012). ICT Infrastructure and Teacher Preparedness in Integration of ICT in Teaching and Learning in Primary Teachers Colleges, a Paper presented in the 3rd International Conference held in Kenyatta University, July 10th to 12th, 2013.
  • Niederhauser, D., S., & Stoddart, T. (2001). Teachers’ Instructional perspectives and use of educational software – Teaching and Teacher education, Vol. 17, pp. 15-31.
  • Omariba, A. (2016). Teachers’ Preparedness in integrating ICT in training teachers in Public Primary Teacher Training Colleges in Central Region, Kenya, PhD Thesis, Kenyatta University.
  • Ouma, O., Kembo, J., & Ayere, M. (2019). Teacher’s Computer Capacity in Public Primary Schools in Homa Bay County, Kenya: The Case of The Digital Literacy Programme: http://www.research gate.net/ profile/Mildred-Ayere.
  • Patsalides, L. (2013). Why and how to use Computers in the Classroom.
  • Wendy, F. (ED.) retrieved on May 14, 2015 from http://www.brighthubeducation.com/elementary-school-activities/5638-benefits-of-computer-time-in-the-classroom/.
  • Patel, M., Doku, V., & Tennakoon, L. (2003). ‘Challenges in recruitment of research participants’’; Advances in Psychiatric Treatment, accessed on 20/9/2018.
  • Premchand-Mohammed, S. (2011). Bridging the gap between Print and Electronic Resources at a Multi-Campus University Library. The Journal of Information and Knowledge Management Systems 41 (3): 315-333.
  • ROK (2018). ICT Championship Training Program, Unpublished Ministry of Education Manual.
  • Sampath, K. (2018). The Digital Divide in India: Use and non – use of ICT by rural and urban students, Journal and Books case studies, World Journal of Science, Technology and Sustainable Development. Vol. 15 (2), pp 156-168. Accessed at https://doi.org/10.1108/WJSTSSD – 07 -2017 – 0021.
  • Schiler, J. (2003).Working with ICT: Perceptions of Australia Principals, Journal of Educational Administration, Vol. 41, no.3, pp. 171-185.
  • Taban, H., Abdullah, A., & Che, K. (2012). Difficulties faced by Teachers in using ICT in Teaching-Learning at Technical and Higher Educational Institutions of Uganda, Islamic University of Technology, Department of TVE, Dhaka, Bangladesh, International Journal of Engineering Research & Technology (IJERT), Vol. 1(7), accessed at https://wwww.researchgate.net.
  • Thabane, L., Ma J., Chu, R., Cheng, J., Ismaila, A., Rios, L., P., Robson, R., Thabane, M., Giangregorio, L., & Goldsmith, C., H. (2010). “A Tutorial on Pilot Studies, The What, Why and How?” Department of Clinical Epidemiology and Biostatistics; McMaster University – Hamilton, Canada, BMC Med Res Methodol, accessed at https://www.ncbi.nlm.nih.gov. Doi.10.1186/1471-2288-10-1.
  • The Research Advisors (2006). Sample Size Table. http://research-advisors.com.
  • Zamboni, J. (2018). The Advantages of a Large Sample Size, available at: https://sciencing.com.