TUTORS’ APPLICATION OF INFORMATION COMMUNICATION TECHNOLOGY INTEGRATION IN TEACHING OF KISWAHILI IN PUBLIC PRIMARY TEACHERS’ COLLEGES IN KENYA: THE CASE OF RIFT VALLEY REGION

Abstract

Integrating ICT has been a major agenda in transforming education, Kiswahili as a subject has not been left behind. Integration is achieved when Kiswahili tutors select ICT tools for delivery of content, use the tools to analyze content, synthesize it and present it professionally. This study investigated the application of ICT integration in the teaching of Kiswahili in Public Primary Teachers’ Colleges in Kenya; The case of Rift Valley region. It sought to establish the; types of ICT integration tools applied, benefits of application of ICT, attitudes of the tutors on ICT, and challenges facing tutors in the application of ICT integration in teaching Kiswahili in Public PTCs. The study was guided by Socio Cultural Theory (SCT) that states that human mind is always and everywhere mediated (Vygotsky, 1978). The inquiry employed sequential mixed methods design and pragmatic philosophical paradigm. The study was conducted in five Public PTCs namely: Baringo, Tambach, Mosoriot, Kericho and Narok. Purposive sampling was used to select the five colleges, 36 Kiswahili tutors, second year student teachers, 5 deans of curriculum and the Director of e-learning at KICD; while stratified random sampling was used to select 232 student teachers from the colleges. A questionnaire, observation guide and interview schedule were used to collect data. Quantitative data was analyzed descriptively and presented using tables and bar graphs in frequencies and percentages while qualitative data was thematically analyzed and presented in narrative & verbatim. The findings of the study revealed that, first ICT tools like smart phones, e-books, DVDs, LCDprojectors, computers, were available in PTCs. Second, among tools available the internet, power point and YouTube were mostly applied in the teaching of Kiswahili. Third, there were many benefits ranging from improving communication skills to giving relevance to teacher education. Fourth, the tutors had positive attitudes towards ICT integration. Fifth, challenges faced by the tutors included computer illiteracy, inadequate facilities, and lack of integration policy in PTCs. The research concluded that even though ICT tools were available, beneficial and the tutors’ attitudes were positive, ICT was rarely integrated in the teaching of Kiswahili in the PTCs because of challenges such as tutor computer illiteracy. Based on these findings the study recommended development of ICT integration policy, provision of more funds to purchase facilities, further training for tutors and close monitoring of ICT integration and organize INSETS. The study will benefit MOE, KICD, college administrators and student teachers, to understand the application of ICT knowledge, skills and tools in the teaching of Kiswahili.