the int of ict in edu-1-converted.docx

To negotiate the relationships represents a form of

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to negotiate the relationships represents a form of expertise different and broader than the knowledge of an expert in a discipline. In the PACK framework there exists a complex relationship between content, pedagogy and technological knowledge areas that form a useful organizational structure for defining what it is that teachers need to know to integrate technology effectively. Teachers require knowledge and skill to use technology, subject content knowledge and pedagogic knowledge for ICT integration in education. 3.3 Theoretical Framework This study was guided by the school improvement approach articulated by Tonduer and Technological Pedagogical Content Knowledge (TPACK) framework. School improvement approach to educational change embodies the long term goal of establishing a self-renewing school and stressed the central role at the school level to mediate change and focus on the problems and internal conditions of the school. At the school level there should be clear goals and systematic strategies to direct educational innovations. In addition there should be team development and professionalism of principals and teachers. Strong leadership at school level is critical for an innovation to take root and to guide change efforts. Teachers play a central role in school improvement. Teachers‘ experiences beliefs, emotions, knowledge, skills, motivation are critical in school improvement. Teacher‘s perception and actions towards changing and developing their teaching methods are influenced by what they believe as well as their knowledge. Therefore prioritizing
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teacher education and teacher professional development are critical in an innovation such as ICT integration targeting improved classroom instruction and education quality. 3.4. Methodology The study adopted case study where one case that had the required information was identified to investigate the motivation for teachers to embrace use of ICT in education among others and a Secondary school was found to be appropriate because qualification of most secondary school teachers in Kenya is a university degree hence well-educated to grasps and navigate technological fields. The school was studied in details. The secondary school was a boy‘s boarding school near Ngong town, Kajiado county in Kenya. There were 535 students and 28 teachers. Simple random sampling was used to sample 30 students and 18 teachers who participated in the study. The teachers filled in a questionnaire and the students were observed conducting their class activities using computers. 3.5. Teachers’ Computer Literacy All the teachers reported that they were computer literate. It was also observed that the teachers used computers to teach. The finding was in agreement with the information the researcher had gathered from one of the teachers in the preliminary discussion. The teacher had explained that all teachers and students were computer literate and the findings served for triangulation. The teacher had explained to the researcher how teachers acquired computer literacy and the explanation was captured verbatim as follows:
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Christopher Reinemann
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