Teachers’ Computer Capacity in Public Primary Schools in Homa Bay County, Kenya: The Case of the Digital Literacy Programme
Abstract
Kenyan public primary schools are rapidly adopting digital technology
in teaching and learning. The purpose of this study was to establish teachers’
computer skills as groundwork towards the integration of laptop computers in
public primary schools in Homa Bay County, Kenya. The study was based on
one objective: to investigate the teachers’ computer skills that were necessary
for the Digital Literacy Programme (DLP) in Homa Bay County. A crosssectional survey was adopted asthe research design whereby both quantitative
and qualitative research data were collected and used for the study. The study
population comprised of 6,529 teachers and 845 head teachers in public
primary schools in Homa Bay County. A sample size of 362 teachers and 85
head teachers were used for the study. Data were collected using
questionnaires and interview schedules. Quantitative data were analyzed using
descriptive statistics. The results from the interviews were recorded,
transcribed, organized into major themes and reported. The findings showed
that 199 (56.4%) sample teachers had attended general computer literacy
courses at various institutions of learning. The study also showed that 109
(30.9%) of the sampled teachers had been trained by the government on DLP.
However, when the teachers’ computer skills were rated on a 5-point Likert
scale, they were found to be low (2.76). In addition, 35 (44.3%) of the sampled
schools had no teacher trained in computer skills by their colleagues as was
expected. The study concluded that sample teachers had a good starting point for computer skills training which only needed to be strengthened by the
government.
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