INTEGRATION OF ICT IN TEACHING AND LEARNING IN TVET INSTITUTIONS IN THE MECHANICAL AND AUTOMOTIVE ENGINEERING DEPARTMENTS IN UASIN GISHU COUNTY

Abstract

The study focused on integration of ICT in Technical and Vocational Education and Training (TVET) institutions. Mechanical and Automotive Engineering departments were selected because of their high student population in the two sampled institutions hence it was more representative of the whole population. The Eldoret National Polytechnic and Rift Valley Technical Training Institute were selected in this study because the two institutions have the highest number of trainees in the departments of Mechanical and Automotive Engineering in the County. The objectives of this study were to: to determine the influence of human factors, pedagogic factors, curriculum factors, availability of ICT infrastructure, leadership factors and institutional policy factors on integration of ICT in teaching and learning. The study employed the Rodgers theory of Diffusion of innovation (2003). The study used both quantitative and qualitative research. Questionnaires and interview schedules were used to collect data. The target population consisted of members of governing body, trainees, trainers, ICT technicians, the Heads of Department, and the principals of the selected TVET institutions. The sample size for the trainees was 384 which was calculated by fisher’s formula and was selected using the simple random sampling same as trainers while purposive sampling was used to select technicians, administrators and the members of governing body. Data was analyzed using Statistical Package for the Social Sciences (SPSS) and MS Excel software. The findings of the study reveal the following ; 76.47% of trainers have Certificate Proficiency packages in ICT, 27.45% of trainers affirmed that ICT training at their former training institution has been helpful, 15.69% had in service training, 32.50% of the male trainers use ICT in teaching while 81.81% of female trainers don’t make use of ICT, 87.50% of trainers with a working experience of less than 5 years embraced use of ICT in teaching., also 35.29% of trainers use ICT-appropriate teaching methods, 31.37% were pedagogically ready to integrate ICT in teaching, 43.14% had an average of 6 hours daily of which its quite strenuous. All the respondents noted the inadequacy in ICT infrastructure.70.59% of trainers were not aware of the existence of an ICT policy. The study concluded that: few of the trainers had effective basic ICT training, ICT training in their former training institutions were not so effective, more male trainers integrated ICT in teaching than their female counterparts and also less experienced trainers utilized ICT for teaching. Most trainers admitted that they are not pedagogically ready to use ICT in teaching. In addition, ICT resources are inadequate, and trainers Lacked support from the administration. The study recommends regular in-service training for trainers and technicians, reduction of trainer’s workload, provision of computer resources to trainers, trainer motivation, provision for more ICT technicians to provide technical support for trainers in the use of ICTs, and inclusion of all stakeholders in the policy making and reviewing process.