Trainers’ Preparedness on the Integration of Information Communication Technology in the Instructional Process of Engineering Courses in National Polytechnics in Kenya

Educational institutions are under increasing pressure to integrate Information Communication Technology (ICT) in the instructional process as they prepare trainees for the job market in the 21st Century and trainers significantly contribute to this as the implementers. This paper reports a study that aimed at investigating trainers’ preparedness on the integration of Information Communication Technology (ICT) in the instructional process of engineering courses in national polytechnics in Kenya. The research objectives were to find out the perception of trainers on ICT integration; and the level of ICT knowledge and skills of trainers. The study was guided by the mixed method research methodology and the descriptive survey research design. Stratified and simple random sampling methods were used to select forty eight trainers from three national polytechnics in Kenya from Mechanical, Electrical, Building and Automotive departments. Purposive sampling was used to select the three principals and three heads of the departments. Data was collected using questionnaires and interview schedules and analyzed using descriptive statistics and thematic analysis techniques respectively. The findings revealed that the trainers were willing to participate actively in integrating ICT in the instructional process and thus had positive perceptions. In addition, over 80 % of trainers were practically competent in the general use of ICT but minimally integrated ICT in the instructional process. The study recommended that national polytechnics should take advantage of the positive perception by trainers and formulate a policy on ICT integration in the instructional process in line with the existing government policies. Another recommendation was that national polytechnics should undertake capacity building for trainers on ICT integration in the instructional process. The findings of this study will be significant in policy formulation on ICT integration in education in Kenya and elsewhere.