DETERMINANTS OF TEACHERS’ ACCESS TO AND USE OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN SPECIAL PRIMARY SCHOOLS FOR LEARNERS WITH VISUAL IMPAIRMENT IN KENYA

Keitany Julia Jelagat

Abstract


This study aimed to identify factors of teachers' access to and use of ICT in teaching and learning in special primary schools for learners with Visual Impairment. The study was guided by Bruner’s constructivist theory and was also supported by the social model of disability and the philosophy of universal design for learning. The study adopted a descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. The purposive sampling method was used to select the schools, head teachers, teachers and Ministry of Education officials. The stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 head teachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, a classroom observation schedule, and interview schedules for head teachers and officials from the Ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments were tested through piloting in one school, which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results revealed that various factors characterized the teachers. First, the majority of the teachers had a positive attitude toward the use of ICT in teaching their subjects. The lack of competence and confidence in using ICT in teaching and learning was another factor. However, the teachers lacked training in the use of the technology and pedagogical methods. Quite a number of the teachers had not been trained in the teaching of learners with VI using the ICTs. The study concluded that the majority of the teachers had a positive attitude toward the use of ICT in teaching their subjects. However, the teachers lacked training in the use of technology and pedagogical methods. Quite a number of the teachers had not been trained in the teaching of learners with VI using the ICTs. The study recommended that the Teachers Service Commission should ensure that the head teachers and teachers posted to special schools housing learners with VI are trained in the area of visual impairment.

 

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information communication technology, learners with visual impairment, special primary schools, teachers' access to ICT, teaching and learning, use of ICT

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i7.6421

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