Status of Institutional Preparedness for Adoption of E-Learning in Teacher Training Colleges in Kenya

摘要

The purpose of the study was to assess the level of preparedness for adoption of e-Learning strategy in Primary Teacher Training Colleges in Kenya. The objectives of the study were to: Determine the level of availability of ICT infrastructure; establish the level of accessibility to e-Learning resources; establish the ICT competency level of teachers and to examine the nature of supportive strategies in place to support e-Learning. Descriptive survey design was used. Sample size was 175 teachers determined by use of Krejcie and Morgan (1990) standardized tables. Simple Random sampling was used to obtain samples from five Teacher Training colleges. Questionnaires and observation checklist were utilized to collect both qualitative and Quantitative data. Data was analyzed by use of descriptive statistics aided by Statistical Package for Social Sciences. From the study, over 86.8% of colleges have not acquired e-learning infrastructure, 62.1% of teachers have basic level ICT skills while most of PTTCs have hardly put in place strategies to support e-learning. The study recommends for an urgent policy dialogue with a view to the development of a comprehensive policy on e-learning for teacher education in Kenya. The Government of Kenya and other stakeholders need to work towards provision of essential infrastructure and training of teachers to enable use of e-learning in Primary Teacher Training Colleges in Kenya. The study generated useful information that can influence policy direction in relation to resource planning for implementation of e-learning in educational institutions in Kenya and other developing countries. From the empirical literature reviewed, it appears that studies do not adequately addressed issues related to the topic. It is therefore useful to conduct further research in this area, especially in private Teacher Training colleges and other higher levels of learning so as to generate concrete data to inform policy decisions.