Tutors’ Attitudes Towards Integration Of Adaptive Technology Devices For Visually Impaired Student Teachers In Primary Teacher Training Colleges In Kenya

Abstract

Adaptive technology devices improve the quality of education and remove learning barriers for the Visually Impaired learners. This paper is a report of a study that assessed the tutors’ attitudes towards integration of adaptive technology devices for Visually Impaired (VI) student teachers in the instructional process in primary Teacher Training Colleges (TTCs) in Kenya based on the diffusion of innovation theory by Rogers. The study adopted a Mixed Methods research approach. Descriptive statistics such as frequencies and percentages were used to analyze the quantitative data. This study revealed among other things that, tutor training on integration of adaptive technology was lacking, and the tutors viewed integration of adaptive technology as valuable but lacking. The paper recommended for provision of adequate adaptive technology devices for VI student teachers by the government, parents, communities and donors. Tutors should be sensitized and trained on the use of adaptive technology devices. The study sheds light on the challenges influencing the integration of adaptive technology in instruction for VI students.