Integration of computers in enhancing content delivery by teachers of early grade classes: A study of public schools in Moiben Sub-County, Uasin Gishu County, Kenya

Abstract

The Government of Kenya has continued to support public primary schools in the Country through the provision of computers to promote the integration of computers in the teaching and learning process under the digital literacy program. Despite these efforts towards the program and the benefits related to computer use in teaching, there has been little empirical evidence on whether teachers in public primary schools, specifically in early grade classes were integrating the use of computers during teaching. Thus this study used teachers of early grade classes in public schools in Moiben Sub-County, Uasin Gishu County Kenya to explore the integration of computers in enhancing content delivery. Specifically, it sought to; assess the technological pedagogical knowledge of teachers on content delivery, determine the effectiveness of the in-service computer training program for teachers of early grade classes; establish the school management support mechanism for the integration of computers for content delivery by teachers in early grade classes and explore the challenges faced by early grade teachers in integrating computers for enhancing content delivery. The study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical and Content Knowledge Model (TPACK). An exploratory research design was adopted for the study and a target of 12 early grade teachers and 4 head teachers purposively selected from 4 public schools drawn from the Chepkoilel zone that was randomly selected from amongst other zones participated in the study. Qualitative data were collected using structured interviews, document analysis, and observation checklists. The data were coded and analysed thematically using direct response quotations guided by study objectives. The findings indicated that firstly the majority of the early grade teachers minimally integrated computers due to inadequacies of requisite skills and knowledge on computer use. Secondly, the in-service training on computer integration did not impart the requisite skills that would have encouraged and motivated teachers to integrate computers when teaching, thirdly administrative support was key in facilitating computer integration during content delivery. Consequently, the study concluded that the use of computers by early grade teachers to enhance content delivery was below government expectations and thus recommends that the Kenya Institute of Curriculum Development, Teachers Service Commission, and The Ministry of Education collaborate and see into it that computer is infused in the teachers’ training curriculum. And that improved mechanism of maintaining existing computers in schools as well facilitate continuous training of teachers on the use of the computer to enhance content delivery be embraced.