Evaluation of Kenyan Pre-Service Teachers' Preparedness to Integrate Educational Technology in Classrooms

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A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among the respondents. The data suggests that the pre-service teachers rate themselves highly … continued below

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ix, 141 pages

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Buliva, Newton Evadanga August 2020.

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  • Buliva, Newton Evadanga

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A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among the respondents. The data suggests that the pre-service teachers rate themselves highly on the other six TPACK subscales of technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Further, the data suggests that the respondents' personal use of technology, to a large extent, influences how they use technology in classrooms. Lastly, the data indicates that the survey instrument is inadequate in capturing all the TPACK subscales in this population as it shows weak internal consistency. These findings imply that faculty in these colleges need to be more intentional and deliberate in teaching the trainees how to integrate technology in lessons. Policymakers and college administrators may also influence the teachers' personal use of technology to inculcate into the trainees tested methods of technology integration. Another implication is that future research could employ other supplementary methods, in addition to surveys, to find out the levels of technology integration in the teacher trainees.

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ix, 141 pages

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  • August 2020

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  • Sept. 7, 2020, 10:29 a.m.

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Thumbnail image of item number 1 in: 'Evaluation of Kenyan Pre-Service Teachers' Preparedness to Integrate Educational Technology in Classrooms'.
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Buliva, Newton Evadanga. Evaluation of Kenyan Pre-Service Teachers' Preparedness to Integrate Educational Technology in Classrooms, dissertation, August 2020; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1707306/: accessed December 4, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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