| dc.description.abstract | There has been remarkable increase in access of ICT equipment in teacher education institutions. However, reports
indicate that teacher educators are not integrating these technologies in their instruction in ways that make a difference in
student learning. To help teachers make informed decisions on student learning, there is need for current knowledge of
teachers’ integration practices. Research findings from developed countries indicate that there has been considerable
progress in this area in many teacher education institutions. But the status of the integration of ICT by teacher educators
in Kenyan teacher training colleges is largely unknown. This study therefore was set to determine the level at which
teacher educators in public primary teacher training colleges have integrated ICT in their instruction. The simple random
sampling was used to select six teacher training colleges and 169 respondents who participated in the study. Data was
collected using a questionnaire, an interview schedule and an observation schedule. The Data collected were analyzed
descriptively with the help of SPSS program version 16.0 for frequencies, means, standard deviation and percentages.
The results indicated that there is a low level of ICT integration into teaching in all teacher training colleges. Based on
the findings, it is recommended that ICTs integration be made part of undergraduate training in universities in order to
equip future teacher educators with ICT skills; that the government should equip teacher training colleges with sufficient
and modern computers with internet connectivity to enhance access; colleges should provide in-service training on ICTs
for teachers. Furthermore, colleges should hire technicians to maintain and service available ICTs. The ministry of
education should also embrace ICT and demand professional documents from teacher educators be typed and send
online. Additionally, college should not rely only on government funding but earn their own income by initiating ICT
training centres to train outsiders in their colleges. Finally, it should be mandated that all college principals be
knowledgeable in ICTs so as to support ICT initiatives in teacher education institutions. | en_US |
