The use of instructional technologies by teachers has an impact on students’ content acquisition and adds to class performance. However, research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils’ interest. In view of this, since not much was known about the teacher’s attitude use of technologies in training colleges in Kenya, Therefore, this study was designed to establish teachers’ attitudes towards the use of instructional technologies in Kericho teacher training college Kenya.
The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The design of the study was descriptive survey method involving both qualitative and quantitative research methodology. The target population for this study comprised of19 tutors. The study adopted questionnaire and Interview Guide. The researcher make used of stratified random, purposive sampling and simple random sampling. The reliability of instrument was tested using Cronbach Coefficient Alpha to determine the internal consistency of the items in the questionnaire. Statistical Package for Social Sciences (SPSS) was used to analyze data from the Questionnaire.
Data collected were analyzed and descriptively presented with frequencies and percentages, while tables were used to enhance vivid illustrations. The results of the study showed that respondents agreed on the importance of using the technologies. Despite the teaching materials helping to elaborate difficult concepts, the teachers agreed that producing them requires too much time, which to some extent threatens the availability of these self-produced teaching materials. On the other hand, the teachers were eager to learn how to use the higher-order technologies. This finding clearly shows that they need the training to be able to use the technologies. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted.
Table of Contents
ABSTRACT
INTRODUCTION
STATEMENT OF THE PROBLEM
PURPOSE OF THE STUDY
RESEARCH METHODOLOGY
RESEARCH FINDINGS
CONCLUSIONS
RECOMMENDATIONS
RECOMMENDATIONS AREAS FOR FURTHER RESEARCH
REFERENCES
Research Objectives and Themes
This study aims to examine the attitudes of tutors at the Kericho Teacher Training College in Kenya toward the integration of various instructional technologies, such as chalkboards, computers, and overhead projectors, into their teaching practices.
- Analysis of teacher perceptions regarding the necessity of instructional media.
- Evaluation of the barriers to adopting new technology, including time constraints and training needs.
- Investigation of the gap between theoretical knowledge and practical application by tutors.
- Assessment of the role of local resources as a substitute for commercial teaching materials.
- Proposals for collaborative efforts between the government and institutions to improve technology usage.
Excerpt from the Book
STATEMENT OF THE PROBLEM
The use of instructional technologies in the classroom has the potential to help the teacher explain new concepts clearly, resulting in better student understanding of the concepts being taught. In a survey, to find factors that facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms, Baylor and Ritchie (2002) found that teachers valued the use of technologies in class and that it had an impact on students’ content acquisition; the use of technology added to class performance.
However, availability of instructional materials does not automatically mean that learning will take place. In addition to availability, learning also depends on “the situation, the teacher, her/ (his) energy, her/ (his) imagination (and creativity), and those thirty or more unique personalities called a class” (Smith and Nagel, 1972, p. 5). Teacher initiative makes a difference. Beggs (2000) noted that, “Research has shown that it is not the technology itself but how the technology is used that improves learning and increases student interest” (p. 3 - 4). Thus technologies can be available, but if they are inappropriately used the students may not benefit from their use. Similarly the technologies can be available, but, if the tutors do not know how to use them, then learning that could have been enhanced by the use of the technologies will not occur. Tutors in the teacher training institutions need to be effective teachers and good role models for teaching practices. Moreover the tutors’ use of instructional technologies in their teaching is an essential component of a quality teacher education program. Tutors who use instructional technologies effectively will inevitably raise the quality of learning experience for that student teachers. In view of this discrepancy, there is need to examine the teachers’ attitudes towards the use of instructional technologies in Kericho Teacher Training College Kenya.
Summary of Chapters
ABSTRACT: Summarizes the research study, methodology, and primary findings regarding the attitudes of tutors toward instructional technologies.
INTRODUCTION: Defines instructional technology and outlines the context of technology use in Kenyan teacher training colleges.
STATEMENT OF THE PROBLEM: Explores the discrepancy between the availability of educational tools and their effective application in the classroom.
PURPOSE OF THE STUDY: Explicitly states the objective to analyze teachers' attitudes toward instructional technologies in Kericho.
RESEARCH METHODOLOGY: Describes the descriptive survey design, sampling techniques, and data collection tools used for the study.
RESEARCH FINDINGS: Provides the analysis of collected data, highlighting tutors' views on the importance of technology versus the time-consuming nature of producing teaching materials.
CONCLUSIONS: Summarizes that while tutors see the value of technology, they require more training and support to overcome implementation barriers.
RECOMMENDATIONS: Proposes strategies for the government and institutions to increase the usage of instructional technologies.
RECOMMENDATIONS AREAS FOR FURTHER RESEARCH: Suggests future investigations, including intervention studies and the impact of maintenance on technology use.
REFERENCES: Lists the academic literature and sources cited throughout the research document.
Keywords
Instructional technologies, Teacher Training College, Kericho, Kenya, teaching materials, student learning, chalkboards, computers, teacher attitude, educational media, professional development, classroom performance, technology adoption, instructional objectives.
Frequently Asked Questions
What is the core subject of this research?
The research focuses on the attitudes of tutors at the Kericho Teacher Training College in Kenya regarding the use and integration of instructional technologies in their teaching.
Which thematic fields are addressed in this paper?
Key themes include teacher perceptions, the challenges of implementing new teaching tools, the impact of technology on student learning, and the role of teacher training in educational success.
What is the primary objective of this study?
The main goal is to evaluate why, despite the known benefits of instructional technologies, there is a gap in their actual usage among tutors, and to identify the necessary changes to bridge this gap.
Which research methodology was applied?
The study employed a descriptive survey method utilizing both qualitative and quantitative approaches, including questionnaires, interviews, and classroom observations.
What topics are discussed in the main section?
The main part covers the theoretical definitions of instructional technology, the problem statement regarding its implementation, data presentation from the survey, and actionable recommendations for improvement.
Which keywords characterize this work?
Key terms include Instructional technologies, Teacher training, Kenya, Teacher attitudes, Classroom performance, and Educational resources.
How do tutors view the production of teaching materials?
While tutors recognize the importance of these materials for explaining difficult concepts, they feel that creating them is time-consuming, which may limit their availability in the classroom.
What is the conclusion regarding computers and video technologies?
The study found that tutors generally do not consider learning about these technologies to be difficult and are actually quite eager to acquire the skills necessary to use them effectively.
What role does the government play in the proposed recommendations?
The author recommends that the government commit to making modern technologies like computers, videos, and overhead projectors readily available to teacher training colleges.
- Quote paper
- Joshua Lawrence Langat (Author), 2018, Teachers Attitudes towards the use of Instructional Technologies in Kericho Teacher Training College, Kenya, Munich, GRIN Verlag, https://www.grin.com/document/425389
