PERSONAL FACTORS INFLUENCING USE OF INFORMATION COMMUNICATION AND TECHNOLOGY DURING TEACHING PRACTICE AMONG RONGO UNIVERSITY STUDENT - TEACHERS IN KENYA

Abstract

This research examined personal factors influencing information communication and technology (ICT) integration in teaching and learning by student teachers during teaching practice in secondary schools in Kenya. Specific objectives were to investigate the influence of knowledge and education of teachers on the use of ICT and determine the influence of gender on the use of ICT. The study used descriptive survey research design since the researcher was interested in finding out the characteristics of the population as it was. The target population was all the 604 student teachers who participated in teaching practice during the 2023 session. Ten percent was used as the determinant of the sample size. In that case, the sample size was 60 student teachers. The methods of data collection were questionnaires and observation used to check the physical use of electronic media facilities. The computer programme, SPSS version 21 was used in the quantitative data analysis. Results of this data analysis were presented using frequency distribution tables. Logistic Regression analysis was done to determine the influence of the independent variables on the dependent variable. Teacher competence was found to significantly influence integration of ICT in teaching and learning among the sampled student teachers. The study concluded that effective integration of technology into classroom practices poses a challenge to teachers. The factor that influenced integration of ICT was teacher competencies in ICT. The empirical evidence in this research highlights the importance of implementing ICT training programs for teachers to encourage greater and better use of ICT and to take advantage of the potential benefits of these tools. In this case, recommendations are made along the lines of promoting ICT training for teachers from the educational centres themselves with internal training and group dynamics among teachers to compare experiences in the use of ICT. In this context of the increased role of ICT in schools, all the recommendations made in this research should be considered to take advantage of the improvement of teacher training in ICT and to develop educational policies or carry out actions to promote ICT use. Nevertheless, the results presented in this research may be useful for other countries, in the absence of being corroborated with their own research. In this sense, it should be noted that ICT is a global phenomenon that is bursting into society and the educational system in all countries, so it is to be expected that the conclusions reached in this research can also be adopted in other areas.  The study therefore recommends schools to provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process, as well as adopt policies that guide structured integration of ICT in the process of teaching and learning.