Abstract
Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.
Highlights
The Integration of digital technologies in schooling is positioned as a mechanism for educational re-forms via transformation of teacher practice (Hammond, 2013)
The study first sought to find out the level of exposure and knowledge of the teachers to digital technologies
This study purposed to better understand existing attitudes toward information technology on part of the teachers and especially whether gender difference in attitude towards Digital Literacy Programme implemented in Kisii County primary schools in Kenya exists
Summary
The Integration of digital technologies in schooling is positioned as a mechanism for educational re-forms via transformation of teacher practice (Hammond, 2013). Digital technologies have been fronted as crucial in mediating learning and facilitating change in schools. They have been known to improve standards and facilitate personalized learning. Rationales for the integration of digital technologies include improving standards; increasing vocational relevance; contributing to knowledge-based economies; enriching learning experiences; transforming pedagogy to make it more student-centered, constructivist in nature, and with a focus on higher-order learning; and facilitating personalized learning (Fullan, 2013; Somekh, 2007)
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