Training ECD in-service Teachers in ICT skills:First foot forward

Citation:
Anne N, David M, Naomi G, Grace N. "Training ECD in-service Teachers in ICT skills:First foot forward.". In: Utilization of open and distance learning in addressing educational challenges in kenya towards fulfilment of the vision 2030. University of Nairobi, kenya; 2013.

Date Presented:

18th April

Abstract:

Kenya government developed vision 2030 with the aim of transforming Kenya into a middle-income industrialized country. This vision is likely to be an illusion unless Kenya invests in education and training. Countries that have succeeded in harnessing the potential of ICT have been said to have taken a positive step towards a greatly expanded economic growth, improved human welfare and stronger forms of democratic governance. ICT has been correlated with enhanced human development and a major driving force of national growth. Kenya government has invested a lot of funds in the development of ICT infrastructure. This investment is likely not to bear fruits unless the training of teachers is put on the forefront. There should therefore be an emphasis of training teachers in ICT because they are the central forces in tapping the learning potentials created by ICT. Teachers for all levels from pre-primary to university must be trained in ICT if the vision is to be realized. Support for the pre-school education from the government is a recent phenomenon especially in curriculum development. This is because this level of education has been taught by untrained teachers for a long time therefore resulting to poor quality of education. The first effort noted towards this end was the experimental preschool education project that was carried out by the Ministry of education Science and Technology and the Bernard Van Leer Foundation between 1972 and 1982. A later development was on the National Early Childhood Development Policy Framework of 2006 which provided coordination of the different stakeholders in ECD at all levels. As the government continues to support this level of education, it is important to find out the part that it is playing in ensuring that this education is relevant to the changing needs of the students. This will only be possible if the government ensures that teachers have effective techniques, tool and assistance that can help them develop ICT activities that are able to improve student learning. The purpose of this study was to explore the ICT skills possessed by the ECD teachers. Further, the study explored the integration of ICT in teaching and learning of preschool children in selected Kenyan preschools. A researcher developed questionnaire was used to gather the required information from the ECD teachers who were in their training sessions. The sample consisted of 395 pre-school teachers. The findings indicated that only (39.17%) of the teachers had any knowledge in ICT. Most of the teachers (86.99) reported that there they had not attended any government sponsored ICT workshop during their teaching professions. All the teachers felt that their teaching would be highly enhanced by ICT integration in teaching and learning. They also expressed their interest in availing themselves for ICT training should an opportunity arise. Based on these findings, it was recommended that there is need for the government to invest more in the training of pre-school teachers in ICT integration.
Key words: information and communication technology (ICT), pre-school children, Pre-school teachers, Teacher training

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