DETERMINING TEACHER FACTORS AND THEIR EFFECT ON THE EFFICIENCY OF ICT INTEGRATION IN REHABILITATION SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

The integration of information and communications technology (ICT) in teaching has improved engagement among learners with EBD. However, challenges persist, such as ensuring equitable access across schools and developing personalised ICT tools for different disorders. This study aimed to determine teacher factors that affect the efficiency of ICT integration in rehabilitation schools in Nairobi County. The study was guided by the Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006). The objectives included assessing the availability of assistive ICT in rehabilitation schools, evaluating administrative support for the implementation of ICT, and determining the contribution of ICT to learning in these schools. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge in ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select a total of 9 teachers and 57 learners, translating into a total of 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Reliability of the research instruments was calculated using Cronbach's Alpha and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative in nature. The quantitative data were summarised in descriptive statistics using the Statistical Package for Social Science (version 28.1). This involved operations like summation, calculating frequencies and percentages, determining the mean, and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarised thematically. The findings revealed that the majority of teachers in rehabilitation schools rated their ICT competencies as weak in basic computer functions, such as file management, and none rated themselves as good in operating systems. They also rated themselves as weak in software applications like Microsoft Office and video production tools, and in using PowerPoint for classroom presentations. The findings indicate that there is a significant gap in the training provided to teachers regarding ICT use. Most teachers lack the necessary skills to integrate ICT effectively into their teaching practices, particularly in special education settings like rehabilitation schools. The study concluded that teacher factors, particularly ICT competencies, significantly influence the efficiency of ICT integration in rehabilitation schools in Nairobi County. The findings highlight a critical gap in teachers' preparedness to effectively integrate ICT into their teaching practices, which is largely attributed to insufficient training and inadequate administrative support. The study recommended that rehabilitation schools implement intensive and ongoing ICT training programs tailored specifically for teachers. These programs should focus on enhancing teachers' competencies in using basic and advanced ICT tools, particularly those relevant to special education.

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