Assessment of Teachers’ Technological and Pedagogical Knowledge of Integrating ICT in teaching English in Secondary Schools in Nairobi County, Kenya

Abstract

The purpose of this study was to assess teachers‟ technological and pedagogical knowledge of integrating ICT in teaching English in secondary schools in Nairobi County, Kenya. The study was guided by two frameworks: Technological Pedagogical and Content Knowledge (TPACK), and Teacher Cognition. The study employed an explanatory sequential mixed-methods approach to collect both qualitative and quantitative data. The study adopted a descriptive survey research design, and pragmatic world view as a philosophical orientation. The sample consisted of 20 secondary school teachers of English from Nairobi County. Simple random and purposive sampling techniques were used. Data was collected using an interview schedule and a teacher questionnaire. Data were analysed using descriptive statistics: frequencies, percentages, means, standard deviations and presented in tables and short descriptions and content analysis procedures and presented in narrations based on thematic areas derived from the study variables. The findings revealed among other things that, 75% of the teachers of English sampled lacked TPACK to effectively integrate ICT in their teaching, the training required by teachers of English to integrate ICT in their teaching and the resources needed to deliver this were inadequate in many schools under study. The study concluded that: teachers of English needed sufficient technological pedagogical knowledge and adequate ICT skills to effectively integrate ICTs in their teaching, the aspirations of national educational authorities because of establishing ICT competencies does not automatically result in changes in classroom practices. The study recommended that teachers be provided with professional development as a continuous process on the integration of ICT in teaching; underscoring the importance of the continued teacher development in ICTs to enhance English language teaching. The study further challenges policymakers in the secondary school context to develop an ICT plan including vision building professional, ICT-based English curriculum and evaluation to frame ICT training in a broader vision of ICTs for teaching and learning.