1Julia Jelagat Keitany, 2Jessina Muthee, 3Samsom Rosina Ondigi
1PhD candidate at Kenyatta University.
2Lecture at the Department of Early Childhood and Special Needs Education, Kenyatta University.
3Executive Dean School of Education, Kenyatta University.
DOI : https://doi.org/10.47191/ijmra/v6-i8-72Google Scholar Download Pdf
ABSTRACT:
Information communication Technology (ICT) has become the most suitable tool for learners with different learning demands exercise their rights to education. Information Communication Technology literacy has enhanced teaching and learning through its dynamics, interactive and engaging content and opportunities for individualized instruction. However, given the role that ICT plays in instruction, the level and nature of ICT use by learners with visual challenges in Kenya should be looked into. The findings are significant for it would help the policy makers as they will be able to come up with effective policies that will aid in the provision, planning and use of ICTs in schools of learners with visual impairment. The objective of the study was to determine the level and nature of ICT use in teaching and learning in the special primary schools of learners with visual impairments in Kenya. The survey adopted descriptive survey research design. The study targeted seven public special schools for visually impaired learners and 1667 learners. The study sampled three schools situated in different counties in the country; Kiambu county, Meru county and Mombasa county. Judgemental sampling technique, stratified random sampling and simple random sampling were used to draw samples. The sample consisted of three primary schools for learners with visual impairments, 168 learners and 18 class teachers. Data collection instrument was observation schedule. Content validity was determined by seeking expert review. The instruments were submitted to experts iteratively for consideration and their suggestions in different items were used to refine them increase validity. The Cronbach Alpha formula was employed to compute the reliability of the instruments. A reliability coefficient of 0.72 was used to judge the reliability of the instruments. Qualitative data was analysed using descriptive statistics. The study found that ICT enjoyed full support from learners with visual impairments and teachers in class. It was seen as an essential tool for teaching and learning in special schools for the learners with visual impairment. However, the use of ICT in teaching and learning was not effective. Both the teachers and learners’ ICT skills were low and the schools were not well equipped with quality ICT resources. The study recommended that schools be equipped with modern technologies and teachers be trained on the use of ICT in teaching learners with visual challenges.
KEYWORDS:ICT levels; ICT utilization; teaching; learning; visual impairment; special schools.
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