Propensity of teachers to the use of tablet computers for classroom instruction in lower primary public schools in Meru South, Kenya

Abstract

Technology such as use of tablets, laptops, ipads and desktop computers as pedagogical tools in the classroom has increased significantly in recent years all over the world. New technology like the tablet computers offer real value as educational tools due their versatility, portability, and ease-of-use insinuating enormous educational implications that leads to meaningful learning and digital adaptability. The affordances attributed to the tablet computers can only be actualised if teachers have a sound understanding of technology, curriculum and pedagogy. The purpose of this study was to determine the propensity of teachers to the use of tablets computers for classroom instruction in lower primary schools in Meru-south sub-county, Kenya. The study adopted descriptive research design. The teachers who participated in the study were purposefully sampled from public primary schools from Meru-south sub-county in Kenya where a sample of 41 lower primary school teachers was used. The study established that the teachers were not adequately prepared in terms of digital knowledge and skills for tablet computer use for teaching and learning. The findings offer relevant insight to policy-makers and education administrators to prepare teachers to maximize the potential of tablet computer as a teaching and learning tool to facilitate effective instruction that supports meaningful learning. The findings will provide teachers and instructors information relating to key educational and school considerations in the applications of tablet computers for more effective use in the educational context. Keywords: Tablet Computer, Classroom Instruction, Educational Technology, Lower Primary Schools.