This study set out to investigate the extent to which public technical training institutes in Nairobi County have adopted ICT in the learning environment. Out of a population of four institutes, two were selected based on the total population of students which was over seven hundred. The other reason was that one was ISO certified while the other was in the process of being ISO certified.
Data was collected by use of questionnaires which were for three groups of stakeholders. These were the administrators, teachers and students. From the study it can be concluded that the public funded technical institutes are facing several challenges as they seek to adopt ICT into the learning environment. These challenges can be grouped into three categories: These are Infrastructure, Training and E-Content. From the study the administrators in general were cognizant of the importance of adopting ICT into the learning environment. However the colleges were faced by a myriad of challenges ranging from the high cost of increasing the number of computer to upgrading the whole infrastructure. Despite having official websites they were not as yet interactive as they would have wished. The training of teachers was ongoing although most of the teachers showed little interest with some viewing it as a waste of time. The teachers felt that the institutions did not have enough computers and rooms to cater for the needs of all students. Also the administration needed to provide accompanying infrastructure such projectors and connections in various rooms. If the teachers are provided with computers at departmental level, then this would encourage them to learn through self drive. More computer based activities needed to be introduced such as the transmission of marks, notes and correspondence online. The study showed that the students were the most exposed to information technologies than the teachers and that they were very positive about the introduction of ICT related technologies for learning.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.0 Background to the study
1.1 E learning in South Africa
1.2 Definition of terms
1.3 Technical and Vocational Education and Training
1.4 Development of TIVET in Kenya
1.5 Challenges and priorities in e – learning
1.6 Research Problem
1.7 Research Questions
1.8 Objectives of the Study
1.9 Rationalization and Justification of the Study
1.10 Significance of the study
1.11 Scope and Limitations of the Study
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
2.1 What is e-Learning
2.2 The E Learning Platform
2.3 Historical Development of e learning
2.4 Goals and Benefits of E Learning
2.5 E Learning 2.0
2.6 Approaches to E Learning Services
2.6.1 Computer based Learning
2.6.2 Computer based Training
2.6.3 Computer based Collaborative Learning (CSCL)
2.7.4 Technology enhanced Learning (TEL)
2.7 Communication technologies used in E Learning
2.7.1 Learning Management Systems (LMS)
2.7.2 Computer Aided Assessment
2.7.3 Electronic Performance Support Systems
2.8 Content Issues
2.9 Pedagogical Perspectives
2.10Reusability, Standards and Learning Objects
2.11Technical Training Institutes in Nairobi
2.12 Theoretical Framework
2.12.1 The Diffusion of Innovation
2.12.2 Major facets of the diffusion theory
2.12.3 The Conceptual Framework
2.12.4 Relevance of diffusion theory
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Population
3.2 Sampling
3.3 Ethical Consideration
3.4 Data Analysis
CHAPTER FOUR: ANALYSIS AND INTERPRETATION OF DATA
4.0 Introduction
4.1 Questionnaire Return Rate
4.2 Discussion of the Findings
CHAPTER FIVE: DISCUSSION OF RESULTS
5.0 Introduction
5.1 Summary
5.2 Conclusion
5.3 Recommendation
Research Objectives and Core Themes
The research examines the challenges associated with the adoption of Information and Communication Technologies (ICT) within public technical training institutions in Nairobi County. By utilizing survey-based methodology, the study investigates current e-learning implementation, staff and student attitudes, technical infrastructure, and the specific obstacles hindering the integration of modern learning platforms into traditional vocational curricula.
- Integration of ICT in technical and vocational education (TVET)
- Challenges in institutional e-learning adoption
- Digital competence and training needs of faculty
- Technological infrastructure and resource availability
- Application of the Diffusion of Innovation theory in education
Excerpt from the Book
1.0 Background to the study
As new technologies become less expensive and various forms of multimedia increasingly accessible, online learning environments become widely used for teaching and learning purposes. In particular, online education (e-learning), as experienced through computer-mediated communication (CMC), is being heralded as meeting the needs of course participants’ lifestyles by allowing them to juggle personal commitments, to manage time conflicts, and to access course materials from a variety of locations (Zuochen, & Richard, 2010).
E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual classroom opportunities and digital collaboration (Streng & Broll, 2008). Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. This type of learning would be very appropriate to the TVET institutions (Streng & Broll, 2008).
Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to e-learning. Today one can still find these terms being used, along with variations of e-learning such as e learning, Elearning, and elearning. These terms will be utilized throughout this thesis to indicate their validity under the broader terminology of e-learning.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the background of e-learning in vocational education, defines core terminology, and states the problem, objectives, and scope of the study regarding ICT adoption in Nairobi.
CHAPTER TWO: LITERATURE REVIEW: Examines historical developments of e-learning, various pedagogical approaches, and provides a theoretical framework based on the Diffusion of Innovation model.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the exploratory survey design, participant population, purposive sampling techniques for public institutions in Nairobi, and data analysis methods used.
CHAPTER FOUR: ANALYSIS AND INTERPRETATION OF DATA: Presents the empirical findings gathered through questionnaires, analyzing feedback from administrators, teachers, and students regarding current ICT infrastructure and usage challenges.
CHAPTER FIVE: DISCUSSION OF RESULTS: Synthesizes the study's findings, draws conclusions regarding infrastructure and training needs, and offers practical recommendations for future policy implementation.
Keywords
E-learning, ICT, TVET, Technical Training, Nairobi, Diffusion of Innovation, Computer-Aided Learning, Educational Infrastructure, Vocational Education, Distance Learning, Digital Literacy, Instructional Design, LMS, Kenya, Technology Adoption.
Frequently Asked Questions
What is the core focus of this research study?
The study focuses on the challenges and barriers faced by public technical training institutions within Nairobi County as they attempt to integrate ICT and e-learning platforms into their educational environments.
What are the primary themes addressed in the work?
The primary themes include the current level of ICT adoption, teacher training requirements, institutional infrastructure development, student engagement with e-learning, and the role of policy in supporting digital education.
What is the main research question or goal?
The goal is to assess the implementation status of e-learning in Nairobi's technical institutes, identify the specific obstacles they face, and determine the preparedness of lecturers and students to adopt these technologies.
Which scientific methodology does the author employ?
The research uses an exploratory survey design, gathering quantitative and qualitative data via structured questionnaires distributed to administrators, teachers, and students across selected public technical institutes.
What topics are covered in the main body of the text?
The main body covers the theoretical background of e-learning, historical context, pedagogical models (including the Diffusion of Innovation theory), analysis of collected data, and a final discussion of results with actionable recommendations.
Which key terms characterize this research?
Essential keywords include E-learning, ICT, TVET (Technical and Vocational Education and Training), Diffusion of Innovation, Digital Literacy, and Institutional Adoption.
How does the Diffusion of Innovation theory apply to these institutions?
The theory is used to explain the varying speeds at which institutions and individuals adopt new technologies, categorizing stakeholders as innovators, early adopters, or laggards based on their technological behavior.
What specific advice do students offer to their institutes?
Students suggest expanding ICT facilities, providing more computers, ensuring equipment is maintained, and employing more skilled technical personnel to facilitate better access to learning resources.
What does the study conclude regarding teacher training?
The study concludes that a significant portion of teachers are either untrained or partially trained in ICT, and there is a resistance to change that must be overcome through mandatory, organized seminars and ongoing support.
- Quote paper
- Ruth Muia (Author), 2011, Challenges of Adoption of ICT in Technical Training Institutions within Nairobi County, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/184127
