CHALLENGES FACING TEACHERS’ INTEGRATION OF INFORMATION COMMUNICATION AND TECHNOLOGY IN TEACHING AND LEARNING OF WELDING AND FABRICATION AT THE VOCATIONAL TRAINING CENTERS IN MANDERA COUNTY
CHALLENGES FACING TEACHERS’ INTEGRATION OF INFORMATION COMMUNICATION AND TECHNOLOGY IN TEACHING AND LEARNING OF WELDING AND FABRICATION AT THE VOCATIONAL TRAINING CENTERS IN MANDERA COUNTY
Yakub Mohamed Abdi - School of Education Communication and Technology, Kenyatta University, Kenya
Michael Mchoki Waititu - School of Education Communication and Technology, Kenyatta University, Kenya
Bernard Chumbo Mugo - School of Education Communication and Technology, Kenyatta University, Kenya
ABSTRACT
World globalization has resulted in the digitization of social and economic lives. The digital era associated with this globalization has prompted the adoption and integration of information communication and technology in almost every other sector. The education sector is no exception. Advancements in technology have increasingly pressured this sector to implement educational reforms that promote the adoption and integration of ICT in their teaching and learning activities. These reforms ensure the development of graduates with the necessary technical skills and knowledge that are useful in developing modern solutions to modern problems. However, the integration and adoption of ICT in learning institutions face many challenges. For this reason, this study sought to establish the challenges facing teachers’ integration of Information Communication and Technology in teaching and learning fabrication and welding in vocational centers in Mandera County. A descriptive research design was adopted for this study focusing on learners and instructors in Mandera vocational centers and Takaba vocational centers both in Mandera county. The study targeted a population of five (5) technical staff in the institutions, twenty-five (25) instructors, seven (7) administrators, and 133 learners which was a total of 170 staff. A 30% of the target population was considered as the sample size and therefore 52 respondents were considered. Interview schedules and questionnaires administered through the drop and pick methods were used in collecting data from the trainees and principals of the institutions respectively. Qualitative and quantitative data analysis was carried out on the collected data. The quantitative data was analyzed through frequencies and percentages whereas the qualitative data was analyzed through content analysis. The study results were presented on tables as well as narratively. The results of the study indicate that ICT resources in the vocational centers were inadequate making it difficult to integrate ICT in the teaching activities. In addition, the instructors were not provided with adequate training on ICT. Learners faced challenges such as outdated software and hardware, slow network connections, scarce ICT resources, inadequate time allocations, and inadequate technical support. The study concluded that the challenges faced by both instructors and trainees make it difficult to integrate ICT in the teaching and learning of welding and fabrication in vocational centers in Mandera County. The study recommended that with changing times and increasing innovations, institutions should focus more on giving trainees and instructors ICT resources that are up-to-date to avoid the challenge of these resources breaking down very often. Regular maintenance and check-ups are also key in reducing the breakdown of ICT resources. In addition, the study recommends that institutions should improve the accessibility of the ICT resources and also work with reliable internet providers. Finally, the study recommends hiring more instructors and technical staff to enhance the process of integrating ICT in teaching and learning welding and fabrication in vocational centers in Mandera County.
