Teacher's Perception on the Integration of Information Communication Technology (ICT) as Dialogical Aids for Pedagogy: the case of Mpesa Foundation Academy.

Abstract

Current approaches to ICT study have looked at the digital literacy aspect from the perspective of education or Information Technology (IT) with even more studying schools with little access to ICT with little research dissecting the area of communication for development in schools with considerable access to ICT. The study therefore, aimed to explore how high school teachers with considerable ICT access perceive the use of ICT tools for communicating pedagogy at MPESA Foundation Academy, a private high school in Thika. The study applied an exploratory, sequential mixed method mode of inquiry. The sequence was done in two phases; a qualitative phase and a quantitative phase. The study applied two theories; Participatory communication by Paulo Freire and the Constructivist theory by Jean Piaget. The study revealed that teachers at the institution positively perceive the role ICT tools have played in pedagogy, citing their influence on motivating the learners, collaboration and the learning environment. The study further revealed that ICT aids had changed teachers' content preparation and delivery. Additionally, the study found that Teachers who had received sufficient ICT training felt that the aids were helpful in the classroom environment. The study recommended that efficient and continuous digital literacy training be incorporated into the teacher training curriculum as the government invests in training teachers to deliver the new Competency Based Curriculum