Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School

Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibili...

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Autor principal:	Gicheru Onesmus
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2020
Materias:	pedagogy blended education professional digital technological accessibility availability Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f1f269ae32784859a312a6b830c46bb6
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spelling	oai:doaj.org-article:f1f269ae32784859a312a6b830c46bb62021-12-02T21:41:59ZCase study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School2311-1550https://doaj.org/article/f1f269ae32784859a312a6b830c46bb62020-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/450https://doaj.org/toc/2311-1550Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.Gicheru OnesmusCommonwealth of Learningarticlepedagogyblended educationprofessionaldigitaltechnologicalaccessibilityavailabilityTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 7, Iss 3, Pp 423-432 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	pedagogy blended education professional digital technological accessibility availability Theory and practice of education LB5-3640
spellingShingle	pedagogy blended education professional digital technological accessibility availability Theory and practice of education LB5-3640 Gicheru Onesmus Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
description	Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
format	article
author	Gicheru Onesmus
author_facet	Gicheru Onesmus
author_sort	Gicheru Onesmus
title	Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
title_short	Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
title_full	Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
title_fullStr	Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
title_full_unstemmed	Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
title_sort	case study: hindrance to technologically guided education in kenya secondary schools: a case study of embakasi girls’ school
publisher	Commonwealth of Learning
publishDate	2020
url	https://doaj.org/article/f1f269ae32784859a312a6b830c46bb6
work_keys_str_mv	AT gicheruonesmus casestudyhindrancetotechnologicallyguidededucationinkenyasecondaryschoolsacasestudyofembakasigirlsschool
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Case study: Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School

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