E-Learning Readiness Among Public Primary Teacher Training Colleges In Kenya

ABSTRACT

This study sought to interrogate the level of preparedness among Public Teacher Training Colleges in Kenya to use electronic technology in learning and produce competent teachers to manage e-learning in Kenyan schools given the policy emphasis by the Ministry of Education on adoption of E-learning in educational institutions. The specific objectives of the study were to: assess the availability of ICT infrastructure in Teacher Training Colleges, analyze the extent to which Teacher Training Colleges use e-learning as a mode of delivery, assess colleges’ connectivity and use of internet in learning and establish the extent of preparedness of tutors and students in using electronic technology in learning. The study adopted a descriptive survey design. The targeted population was five Principals, 311 Tutors and 4,372 students in Baringo, Eregi, Kaimosi, Thogoto and Shanzu Teacher Training Colleges. The population of staff and students in these colleges was 4,678. The researcher obtained 50% of the tutor population and 60% of the student population in each college. Stratified random sampling was used to select tutors and students. Purposive sampling was used to select the principals. This gave a sample size of 2,787 respondents comprising of 155 tutors and 2,632 students. Questionnaires and observation schedules were be used as research instruments to collect data. Data was then arranged and coded for analysis. Percentages, frequency distributions and means were used to analyze the collected data with the aid of the Microsoft Excel and Statistical Package of Social Sciences. Data was presented using tables, histograms and pie charts. Study findings indicated that colleges had inadequate infrastructure and poorly connected to the internet. Tutors and students lacked skills to use technology in learning an indication that they were not ready to roll out E-learning in colleges. Overally, the findings showed that Teacher Training Colleges studied in Kenya were not ready for E-learning. It was recommended that funding for ICT equipments in colleges be increased, tutors be trained on handling E-learning and the E-learning be integrated in Teacher Training curriculum.