Abstract:
Despite the investments on information and communication technology (ICT)
infrastructure, equipment and professional development to improve education and
training, integration of ICT into classroom learning still poses challenges to teachers,
administrators and policy makers. And while the use of ICT creates a powerful teaching
and learning environment its benefits of transforming learning and teaching where
interaction of knowledge is active, self-directed and constructive, are yet to be fully
enjoyed. The impact of rapid technological change and automation on existing skills has
led to the identification of strategies for mitigating challenges associated with the
integration of ICT in instruction of engineering subjects. Thus this study set out to establish
the existing gaps in the strategies for mitigating challenges associated with the integration
of ICT in instruction of engineering subjects. The output of this study was to serve as a
blueprint for TVET institutions, ICT policy makers, researchers and other education
institutions in Kenya to chart the right course of action for the integration of ICT through
policy formulation and implementation in achieving the country’s strategy of vision 2030
and sustainable development. This research adopted Technology Acceptance Model (TAM)
since it is capable of explaining user behavior across a broad range of end-users of ICT.
It utilized descriptive research design which allowed a large target population to be
directly observed. It targeted 180 trainers/instructors and 12 administrators from the 12
TVET institutions. Purposive and simple random sampling was used to select 12
administrators and 138 trainers/instructors. Interview schedules and questionnaires were
used to collect data and frequency and percentage data analysis were used to identify
strategies for mitigating challenges associated with the integration of ICT in instruction of
engineering subjects. The strategies for mitigating the said challenges associated with the
integration of ICT in instruction of engineering subjects were thus established in this
research study conducted in TVET institutions within Uasin Gishu County in Kenya. Based
on the findings, the study concluded that there is need for the government to support TVET
institutions on the strategies for mitigating challenges associated with the adoption and
integration of ICT in instruction of engineering subjects.
