Whatsapp Utilization and Academic Performance of Computer in Education Trainee Teachers in University of Port-Harcourt (Published)
This mix-method study was carried out to find out the effect of Whatsapp when used as a tool to deliver instruction to 400 level trainee teachers who offered Computer in Education (Edu 402.1) course in the Department of Educational Management (EDM), University of Port Harcourt for 2016/2017 academic session. It adopted both experimental and descriptive survey designs. The sample size comprised of 72 EDM Accounting/Geography and 65 EDM Economics trainee teachers that were randomly selected from the population to form the experimental and control groups respectively. The experimental and control groups were respectively taught via whatsapp group discussion platform and face-to-face discussion strategy. Researchers’ developed Computer in Education Achievement Test (CEAT) and an interview were used as the study’s instruments. Four (4) research questions and three hypotheses guided this study, while the analytical tools were mean, standard deviation, qualitative analysis and t-test using SPSS version 22. Amongst the results was that no significant difference existed between the mean values the two groups at post-test level. Hence, university lecturers should always supplement their classroom teaching with newer technologies such as whatsapp group discussion and other social networking platforms since they offer the students all times and on-the-go learning opportunities.
Keywords: Discussion Strategy., Mobile Application, Social Networking Sites, Teaching-Learning, Trainee Teachers, Whatsapp Platform
Implementation of ICT in Kenya Primary Schools in the Light of Free Laptops at Primary One, Challenges and Possibilities (A Case Study of Teachers in Nandi County Kenya Implementing ICT into their Teaching Practice (Published)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in primary school learning environments is a complex task for both Teachers and learners, but also management and administration. To facilitate the change processes better the first step is to actually understand what problems and challenges realization of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.
Keywords: Challenges, ICTs, Implementation, Possibilities, Teaching-Learning