Integration of information communication technology in teaching and learning of engineering courses in Kenya: A case of national polytechnics

Abstract

The dynamic changes in the education sector and the consistent demand for skilled personnel have necessitated the use of Information Communication Technology (ICT) as an important and innovative component for instruction. The workplace skills are changing significantly and there is high demand for new set of skills creating a skill gap between the development of human technical skills from technical Institutions and the emerging technological industrial skills. The purpose of the study was to investigate the status of ICT integration in teaching and learning as an innovative approach to address the challenge of engineering training in National polytechnics in Kenya. The objectives of the research were: to determine the adequacy of ICT infrastructure; examine the level of ICT knowledge and skills of trainers and the status of its application in teaching and learning of engineering courses. The study employed mixed method research approach which combines quantitative and qualitative techniques. The study was anchored on the constructivist and guided by technology, organization and environment theory. The study population comprised of managers and trainers in engineering departments in the national polytechnics. The study respondents‟ comprised 48 trainers selected by stratified simple random sampling, 15 managers of technical departments and 3 overall managers selected by Purposive sampling techniques. The research tools used for data collection were questionnaires, interviews and observations. The data collection tools were vetted by experts to guarantee reliability and a triangulation technique was applied for the assurance of validity. Descriptive statistics were used to analyse the quantitative data and the qualitative data were categorized under different themes and analysed using both narrative and discourse techniques. The findings revealed that over 75% of the trainers were competent in ICT basic knowledge and internet skills; 66% of the trainers were skilful in multimedia and advanced ICT skills while an average low of 20% could use ICT for teaching and learning in both theory and practical lessons. In lesson delivery observations, 40% of classes were in computer laboratory and were essentially computer based; exclusive of all the engineering based programs; a manager observed that smart classrooms were a reserve for trainers of predominantly computer technology. The study concluded that the trainers had positive perception towards ICT utilization but inadequate ICT infrastructure, and this could be attributed to the low ICT integration in teaching and learning of engineering courses. The trainers were competent; they had reservation in to using specialised media tools. This study therefore recommended that the trainers be up-skilled on pedagogical skills, digital content preparations and ICT infrastructure be improved.