Teacher Preparedness of Computer Use in Teaching in Public Secondary Schools in Kenya

Abstract

Teaching is becoming one of the most challenging professions in our society when knowledge is expanding rapidly and modern technologies are demanding teachers to know how to use these technologies in their teaching. While new technologies increase teachers training needs, they also offer part of the solutions. Computers can provide a more flexible and effective ways of professional development for teachers to improve pre- and in-service, teachers training and connect teachers to the global teachers community. The study sought to address the following objectives; Find out the teacher preparedness of computer use in teaching and assess the schools readiness in computer adoption. The study adopted the technology acceptance model (TAM) by Davis (1989) which expresses how technology is integrated into the instruction process. Other theories include, Theory of Reasoned Action (TRA) and Theory of Planned Behavior (TPB). A descriptive survey research design was used. Stratified sampling was used to select One hundred and fifty schools; Purposive sampling was used to select the Head teachers and Simple random sampling was used to select the teachers. A total representative sample of 414 respondents was used. Questionnaires and interviews schedules were used as instruments for data collection. Descriptive statistics such as frequencies, percentages and means was used to analyze the data. Data was presented in tables and pie charts appropriately. The study would benefit teachers, school managers, curriculum planners and policy makers, developers and implementers in coming up with the best integration approaches for the use of computers in teaching and learning in Kenyan secondary schools.

Keywords: Teacher preparedness, Teaching, Assessment.