Computer Use in Kenyan Secondary Schools: Implications for Teacher Professional Development
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Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
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 et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2084-2090). Chesapeake, VA: AACE. Retrieved December 13, 2013 from http://www.editlib.org/p/22374.
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