Selected digital media tools and language instructions among ECDE teachers in Meru South Sub-County, Tharaka-Nithi County

Abstract

Language is the most important aspect in the life of all beings as it is used to express inner thoughts and emotions, make sense of complex and abstract thought. Teachers are required to ensure ECDE learners are fully prepared and equipped with the literacy skills relevant for them to be independent in learning language for coping with their everyday lives. This has seen most of them struggle to incorporate diverse instructional resources in their language instruction as a teaching strategy. Literature has shown a majority of studies on instructional resources integration in learning and especially Information, Communication and Technology (ICT). However, minimal research relating to digital media use in ECDE language instruction hence the specific focus on types of digital media tools used in ECDE Language instruction. The purpose of this study therefore was to determine types of digital media tools used in language instruction among ECDE teachers in Meru South Sub- County, Tharaka-Nithi county, Kenya. To achieve the objectives descriptive survey research design was adopted. The study subjects included both head-teachers and ECDE teachers proportionately selected to help get the required sample sizes to be involved in the study. A sample of 243 respondents was achieved from a target population of 612 after subjection to Krejcie and Morgan sample determination table. Expert opinion was used to establish validity and reliability. Data was collected via questionnaires. Prior to doing a data analysis, common themes from the respondents' descriptions of their experiences were noted. Quantitative data was evaluated descriptively using frequencies, percentages, means, and standard deviation. The findings indicated that YouTube, WhatsApp and Facebook were the most commonly used digital media tools, each tool returning a comparably high extent of use compared to other tools. It is therefore recommended that ECDE teachers enhance the extent of use of media gadgets such as computers and tablets as well as tools such as Twitter and Instagram to enhance their benefits in language instruction. School administration should enhance digital resource base of their ECDE centres with adequate digital media gadgets and tools to promote their utiliz