Computer Use in Kenyan Secondary Schools: Implications for Teacher Professional Development PROCEEDINGS
Lusike Wabuyele, Waltham Public Schools, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated teachers' and administrators' perceptions and experiences towards computer use in Kenyan classrooms. Results from in-depth interviews, participant observations and document analysis revealed that both teachers and administrators viewed the use of computers in Kenyan classrooms as worthwhile; computer-using teachers were enthusiastic and spoke positively about computer use, whereas non-computer-users felt left behind technologically. Teachers reported feeling unprepared by teacher training colleges to use computers in the classrooms, and they expressed the need to provide both practicing and pre-service teachers with professional development opportunities in technology. The study suggests that teachers' and administrators' perceptions and experiences play a significant role in the use of computers in Kenyan classrooms and hence the need to provide preservice and inservice training programs to enable them to successfully teach using computers in the classrooms.
Wabuyele, L. (2006). Computer Use in Kenyan Secondary Schools: Implications for Teacher Professional Development. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2084-2090). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 AACE