COLLEGE ADMINISTRATIVE SUPPORT IN INTEGRATION OF ADAPTIVE TECHNOLOGY FOR VISUALLY IMPAIRED STUDENT TEACHERS IN PRIMARY TEACHER TRAINING COLLEGES: THE KENYAN EXPERIENCE

Tuimur Hilda Ng’etich, Tabot Benedicta Aiyobei

Abstract


Administrative support is key in inclusive education and more so in the integration of adaptive technology for visually impaired (VI) student teachers. Integration of adaptive technology improves the quality of education, removes learning barriers and ensures that the visually impaired student teachers graduate as skilled, confident and competent primary school teachers. This study assessed the college administration’s support in the integration of adaptive technology for visually impaired student teachers. The study was guided by the diffusion of innovation theory by Rogers which gives a basis for the adoption of innovations in institutions and other settings. The study adopted a descriptive survey research design. The study population included administrators and tutors in three primary teachers training colleges which admit student teachers with visual impairment in Kenya. The purposive sampling technique was used to select three deans of the curriculum while simple random sampling was used to select nine heads of departments and 93 tutors making a sample of 105 respondents. Data collection instruments were questionnaires and interview schedules. Descriptive statistics like frequencies and percentages were used to analyze the quantitative data. A qualitative procedure was applied to information from interviews where respondents’ answers were presented in words and interpretations made. The findings of this study revealed that the college administration’s support for the integration of adaptive technology was low. The recommendation made was that the college administration of public primary TTCs should fully support the integration of adaptive technology for VI student teachers in the primary TTCs by availing resources and training tutors on the integration of adaptive technology.

 

Article visualizations:

Hit counter


Keywords


administrative support, technology integration, visually impaired students, adaptive technology devices

Full Text:

PDF

References


Agumba, N. Kipsoi, E. Misigo, B. Simiyu, C. and Ongek, M. (2009). Primary Teacher Education; Education. Nairobi: Jomo Kenyatta Foundation.

Alliance for Technology Access. (2000). Computer and web resources for people with disabilities: a guide to exploring today's assistive technology, 3rd ed, Alameda, CA Hunter House Publishers.

Caracelli, V. and Greene, J. C. (1997). Crafting Mixed-Method Evaluation Designs. New Directions for Evaluation. Pages 19-32

Casimir, G. (2001). Enhancing learning with assistive technology, In Integration and inclusion in action edited by P. Foreman, pages 360- 388. Marrickville NSW: Harcourt.

Cohen, L. and Manion, C. (2003). Research Methods in Education. London: Croom Helm Ltd

Collier, C. (2001). Staff development for technology integration in the classroom. In J. Lebaron, & C. Collier (Eds.), Technology in its place: Successful technology infusion in school (pp. 61-72). San Francisco: Jossey-Bass.

Earle, R. (2002). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42(1), 5-13. http://www.bookstoread.com/etp/earle.pdf April 6th 2013,

Eyo M. B., Joshua A. M., Esuong A. E. (2010). Attitude of Secondary School Students Towards Guidance and Counselling Services in Cross River State. Edo Journal of Counselling. 3(1): 87-99.

Gilakjani, A. P., Leong, L.-M., & Ismail, H. N. (2013). Teachers’ use of technology and constructivism. International Journal of Modern Education and Computer Science, 5(4),49–63.

Government of Kenya (1964). Kenya Education Commission Report. Part1.Nairobi: Government Printers.

Government of Kenya (1988). Report of the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond. Nairobi: Government Printers.

Guto, M. D. (2010). Effects of learning resources management on training technical teachers at Kenya Technical Teachers College. Unpublished Mphil Thesis, Moi University, Kenya.

KIE (2002). Primary Education Syllabus, Volume Two. Ministry of Education Science and Technology.

KIE (2005). Social Studies Adapted syllabus for Primary Teacher Education. Ministry of Education.

Korir, B, C. (2015). The Perception of Students and Teachers on the Integration Programme of Students with Visual Impairment in Secondary Schools: A Case of Ainamoi Sub County, Kericho County, Kenya. Journal of Education and Practice. Retrieved from https://eric.ed.gov/?id=EJ1080696

Lazzaro, Joseph J. (2001). Adaptive technologies for learning & work environments, 2nd ed, Chicago: American Library Association. Learning Strategies, Supports, and Interventions. Retrieved on 5/12/2013 from www.edu.gov.mb.ca./../4.pdf

Lujan, Shari E. (2020). The importance of administrative support for special education teachers.

University of the Pacific, Dissertation. From https://scholarlycommons.pacific.edu/uop_etds/3669

Maguvhe, M, O. (2014). Perceptions of South African Teachers and Students in Residential Secondary Schools for the Blind on Inclusive Education. Mediterranean Journal of Social Sciences Retrieved on 5/12/2013 from https://www.mcser.org/journal/index.php/mjss/article/view/3915

Maheshwari V. K, and Maheshwari, S. R. (2014). Individual difference among children in school. Retrieved 25th July 2018 from www.vkmaheshwari.com

Male, Mary (2003). Technology for Inclusion, 4th ed, Boston. Allyn and Bacon

Malakwen, B. (2000). Teacher Trainers and Trainees’ attitudes towards the implementation of Social Studies curriculum in Kenya’s Teachers’ colleges; The case of Tambach Unpublished M.Phil Thesis, Moi University.

Mataruse, K. (2002) Gender race and social class on dyscalculia. African Journal of Special Needs Education 7 (1) 1-12.

Mazgon, J. and Stefanc, D. (2012). Importance of the various characteristics of educational materials: different opinions, different perspectives TOJET: The Turkish Online Journal of Educational Technology – July 2012, volume 11 Issue 3

Mertz, E. and Mertz, K. (2003). Managing technology integration in schools: A South African perspective. Journal of Educational Administration.41(2):186-200

Ministry of Education Science and Technology (2001). Teaching and Learning in the Primary classroom.

MOEST (2001). Primary Teacher Education Syllabus, Vol. 2. KIE

Ministry of Education (2009). National Primary Teacher Trainers Induction Course: College level training of tutors; May 22nd to 5th June 2009. Nairobi: Government Printers.

Ministry of Education (2005). Kenya Education Sector Support Programme 2005-2010. Nairobi: Government Printers.

Morris, M. (2002, August). How new teachers use technology in the classroom. Paper presented at the Annual Summer Conference of the Association of Teacher Educators, Williamsburg, VA.

Mwaka, M., Nabwire, V. K. & Musamas, J. (Eds.) (2014). Essentials of Instruction: A handbook for Teachers. Eldoret: Moi University Press

Nachmins, F. and Nachmins, D. (1992). Research Methods in Social Sciences. London: Edward Arnold.

Newman, W. L. (2011). Social Research Methods.6th Edition. Qualitative and Quantitative approaches. Boston: Pearson Education Inc.

Ngigi N. J. (2007). The constraints to advancement of gifted and talented students in Kenyan Secondary Schools: A case of Nairobi Province, M. Phil, Moi University

Purcell, S. & Grant, D. (2004). Assistive technology solutions for IEP teachers, Book 2. Verona. WI: Attainment Co.

Rachel Janney & Martha Snell (2013). Modifying Schoolwork Maryland United States Brookes Publishers.

Rakes, G., & Casey, H. (2002). An analysis of teacher concerns toward instructional technology. International Journal of Educational Technology, 3(1). Retrieved April 11, 2013, from http://www.ed.uiuc.edu/ijet/v3n1/rakes/index.html

Republic of Kenya (1964). Kenya Education Commission Report. Nairobi: Government Printers.

Republic of Kenya (1988). Report of the Presidential working Party on Education and Manpower Training for the next Decade and Beyond. Nairobi: Government Printers.

Republic of Kenya (2010). The constitution of Kenya. Nairobi: Government Printers.

Republic of Kenya (2009). The National Special Needs Educational Policy Framework. Nairobi: Government Printers.

Republic of Kenya (1999) Totally Integrated Quality Education and Training. TIQET. Report of the commission’s inquiry into the Education system of Kenya. Nairobi: Government Printers.

Republic of Kenya (2015). National policy for persons with disabilities. Nairobi: Government Printers

Rogers, E. M. (1995). Diffusion of innovations (4th ed.). New York: Free Press.

Rogers, E. M. (2003). Diffusion of innovations. (5th ed.). New York, Free press.

Syomwene, A. (2017). Change and management of change in curriculum. In Syomwene, A. Nyandusi, C. & Yungungu, A. (2017) (Eds). Core Principles in Curriculum. Eldoret: Utafiti Foundation.

Tabot, B. A. & Too, J. K. (2017). Integration of special needs education in primary teacher education curriculum and teacher trainees’ skills for instructional efficacy in Kenya. International Journal of Education and Research, Vol. 5 No. 7.

Tuimur, H. N. (2011). An investigation into the teaching of the topic conflict and conflict resolution in Social Studies: A case of selected primary schools in Kosirai Division, Nandi North District. Unpublished M.Phil. Thesis, Moi University

Tuimur H. N. (2017). Tutor training on the use of adaptive technology devices for visually student teachers in Primary Teacher Training Colleges in Kenya. European Journal of Education Studies, 3(7),431-450 doi: 10.5281/zenodo.824852

Tuimur H. N (2017). Availability and use of adaptive technology devices for visually Impaired student teachers in Primary Teacher Training Colleges in Kenya. International Journal of Education and Research,5(5),13-26

Tuimur, H. N. & Chemwei B. (2015). Availability and use of Instructional Materials in the Teaching of Conflict and Conflict Resolution in Primary Schools in Nandi North District, Kenya. International journal of Education and Practice: Vol.3 no 6. June 2015.

Tuimur, H. N., Chemwei B., Rotumoi J. (2015). Instructional Methods used by Teachers in Teaching Conflict and Conflict Resolution in Primary Schools in Nandi North District, Kenya. International journal of contemporary applied science, vol. 2, no 4. April 2015

Wiersma, W. Jurs, S. G. (2005). Research Methods in Education. An Introduction. Boston: Pearson.

Willings, C. (2015). Unique visual needs. Retrieved from http://teachingvisuallyimpaired.com on 20th July 2018

Willings, C. (2017). Labeling system. Retrieved from http://teachingvisuallyimpaired.com on 20th July 2018.

Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.




DOI: http://dx.doi.org/10.46827/ejes.v9i8.4457

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Tuimur Hilda Ng’etich, Tabot Benedicta Aiyobei

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).