Research Publications

Now showing 1 - 3 of 3

The Technology Acceptance Model (TAM) and its Application to the Utilization of Mobile Learning Technologies
(SCIENCEDOMAIN international, 2017-02) Mugo, David Gitumu; Njagi, Kageni; Chemwei, Bernard; Motanya, Jared Ochwagi
Researchers have argued that inclusion of technologies in the teaching-learning places must be preceded by the user accepting the technology. Without this effort, the technologies remain abandoned or heavily underutilized once supplied to school system. So researchers have proposed frameworks that can inform policy makers, education managers and teachers on how best technology can be incorporated in an educational scenario. The most popular of all frameworks is the Technology Acceptance Model (TAM) as proposed by Davis, 1989. This study describes how the TAM has been used in predicting the acceptance and utilization of various technologies in teaching and learning places. The study then arguments how TAM can be adopted in the development and utilization of the most recent technological innovation for teaching and learning: - mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the internet, text books, archival repositories as well as encyclopedia and was able to reveal that despite attitudinal and technical challenges, mobile technologies are receiving acceptance as useful resources for all pedagogical practices.
Technological Preferences, Levels of Utilization and Attitude of Students Towards Mobile Learning Technologies in Chartered Universities, Kenya
(Australian International Academic Centre, 2017-10) Mugo, David Gitumu; Njagi, Kageni; Chemwei, Bernard
The affordances of mobile technologies are being felt in many sectors of world’s economy including university education. By solving the limitations of fixed instructional technologies, mobile technologies have received ready acceptance in the education place. The purpose of the study was to investigate the student technological preferences, their levels of utilization as well as attitudes toward mobile technologies. The target population was 30,752 third year undergraduate students in Kenyan Universities. The participants (n = 375) were selected by systematic random sampling. They provided data using self-fill questionnaires. Results indicated that the smartphone was the most popular mobile device; Tecno was the most preferred handset brand; and Android was the most popular operating system. Safaricom was the dominant service provider amongst the student population. Regarding the levels of utilization of mobile technologies by students, it was concluded that though students use their mobile devices sufficiently, the use of the devices for accessing teaching and learning content was considerably low. On the attitude of students towards mobile technologies, it was observed that a sizeable number of students preferred to use the technologies over other existing instructional technologies. The findings of this study will be useful to instructional technologists, education policy makers, mobile handset manufacturers, mobile service providers and university managers as they partner to roll out digital learning infrastructure for Kenyan tertiary education.
Frequency of Use of Information and Communication Technology Equipment by Secondary School Heads and Teachers in Nandi and Uasin Gishu Counties, Kenya
(The Africa Premier Research Publishing Hub, 2016-10) Kimosop, Maurice K.; Chemwei, Bernard
Information and Communication Technologies (ICTs) generally refer to landline and cellular telephones, wireless technologies, computers, Internet, computer software and hardware, as well as older communication technologies such as radio and television. The study examined the frequency of use of ICT equipment by secondary school heads and teachers in Nandi and Uasin Gishu counties, Kenya. The study employed a descriptive survey research design. All the 8 districts of Nandi and Uasin Gishu Counties were included in the study. A total of 63 schools with functional ICTs were purposively selected and, in each school, one class teacher, 2 subject teachers and 2 heads of department were selected using stratified random sampling to give a total of 315 teachers. All head teachers from each of the 63 schools were selected through purposive sampling. The total sample of the study was, therefore, 378 respondents. Triangulation approach was employed in which both qualitative and quantitative data were obtained and analysed. The main data collection techniques included the use of two questionnaires for teachers and head teachers and an interview schedule that was administered to the head teachers. Data was analysed using SPSS Version 17 and presented through descriptive statistics by use of frequencies and tables. The significance of relationships and differences of variables were tested using Pearson Correlation, Multiple Regression and Independent Samples T-test. From the study findings, the most utilised ICTs in schools were the printer, photocopier and computer while the curriculum management activity that highly utilised the use of ICT was the preparation of and the analysis of exams. This implies that ICTs in schools were mostly used as gadgets for typing and producing exam materials. Little seems to have been done in the utilisation of ICTs for curriculum delivery and the management of data that could be utilised for informing decision making. It is recommended that ICT trainers need to broaden the users’ understanding of the concept of ICT integration to into the management of curriculum in secondary schools. Most head teachers and teachers understood integration of ICT to mean the training of users on ICTs in order for them to be able to type and produce teaching and learning materials.

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