Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya

Abstract

This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction.  The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.