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

Abstract

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.