dc.contributor.author |
Tonui Betty |
|
dc.contributor.author |
Kerich Eunice |
|
dc.contributor.author |
Koross Rachel |
|
dc.contributor.author |
Too J.K. |
|
dc.date.accessioned |
2018-10-18T07:20:55Z |
|
dc.date.available |
2018-10-18T07:20:55Z |
|
dc.date.issued |
2015-11-11 |
|
dc.identifier.uri |
http://ir.mu.ac.ke:8080/xmlui/handle/123456789/1914 |
|
dc.description.abstract |
Information and communication technologies (ICTs) have been
touted as being potentially powerful tools that can be used to
facilitate the implied educational change and reform.
Implementation of ICT in higher education learning environments
is a complex task. Teachers and students, but also management,
administration and ICT support are affected by and affect the
implementation. To facilitate the change processes better the first
step is to actually understand what problems and challenges
implementation of ICT leads to and how it affects practice.
Although classical instructional methods will continue to be used in
the teaching-learning process, it is also true that Information
Communication Technologies (ICTs) can be harnessed to become
powerful pedagogical tools. Proceeding from the premise that there
are many ways to use new technologies for teaching and learning,
the paper presents literature on the possibilities and challenges of
integrating ICT into teaching-learning, the rationale for adopting
and using ICTs for learning-teaching, as well as the key factors that
influence the adoption and use of ICTs in teaching and learning
both from a general perspective and in a technical education
context. The paper then outlines and discusses findings of a study
designed to investigate the possibilities and challenges of using
Information Communication Technology (ICT) in teaching-learning
procedures in primary school institutions in Kenya using data
obtained from a Tinderet District school in the Rift valley
region of Kenya. It examines views in pertinent literature as well
as teachers’ perceptions of the benefits of integrating ICT into
teaching-learning, the success factors and obstacles encountered
in their endeavours to do this. Conclusions are drawn and
suggestions made to address the challenges and improve on the
use of ICT for teaching-learning in teaching institutions |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Moi University Press |
en_US |
dc.relation.ispartofseries |
;10th Annual International Conference |
|
dc.subject |
ICTs |
en_US |
dc.subject |
teaching-learning |
en_US |
dc.subject |
challenges, pos-sibilities |
en_US |
dc.title |
An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice |
en_US |
dc.type |
Presentation |
en_US |