Impact of Lecturers' Perceived Usefulness and Leadership Support on Integration of Information and Communication Technologies in Instruction in Early Childhood Education Programmes in Universities in Kenya

Abstract

Research has shown that Information and Communication Technology (ICT) competent educators produce graduates who are ICT competent. Integration of ICT in teaching-learning improves the quality of instruction and achievement of learning outcomes. ICTs are a range of technological tools and resources used to transmit, store, generate, and share information. In developed countries studies have shown that teacher educators have embraced ICT in their work place and daily lives to improve their productivity. The integration of ICT in instruction in Africa is limited despite educational institutions receiving a lot of ICT support from governments. In Kenya, ICT policy underscores ICT integration in instruction at all levels of education. Studies in early years' education have shown limited use of ICT in instruction. The limited use of ICT in early years education could be traced to teacher training institutions. It is from the above background information that this study was designed to establish the extent to which ECE university lecturers integrated ICT in instruction and the factors influencing it. Results revealed that most lecturers' ICT integration in instruction was minimal and at the initial stage because of poor ICT competencies and lack of ICT leadership support.