Abstract: This study investigated the impact of Information Communication and Technology (ICT) integration on curriculum implementation in teacher training colleges within the northern zone, Tanzania. The objectives assessed were the degree of ICT integration and comprehending its influence on curriculum implementation. Following the technology acceptance model, the research employed a mixed methods approach, encompassing both qualitative and quantitative methodologies. A convergent design was adopted suitable for collecting qualitative and quantitative data. The target group included tutors and teacher trainees from four colleges, with a sample of 164 respondents chosen via probability and non-probability sampling methods. Data gathering involved questionnaires and interviews. Validity was fortified through expert inputs, while reliability employed the split half method. Qualitative data underwent thematic analysis. The findings revealed a considerable integration of ICT in the curriculum implementation process across teacher training colleges. The application of ICT was evident in multiple facets of curriculum implementation including resource selection, lesson planning, presentation, examination setup, and students’ records. Its integration was perceived as simplifying teaching, alleviating workload, and enhancing enjoyment, while providing access to diverse learning materials, thereby elevating student engagement and motivation. Furthermore, ICT integration fostered greater teaching commitment among tutors. The study concluded that effective ICT implementation in teacher training colleges significantly impacted on curriculum implementation. Recommendations entailed prioritizing and supporting ICT integration through adequate facilities, internet access, and fostering tutor ICT literacy. Active promotion of ICT adoption in teaching practices was encouraged among tutors and college principals.

Abstract: The quality of education depends on the ability, hard work and competencies of teachers. In Kenya, the degree of teacher competencies on curriculum implementation seems still low despite the Kenya Institute of Curriculum Development putting measures to train teachers on curriculum implementation. It is the competent teachers that a country mainly relies on for an excellent education system. It is at this basis that the researcher sought to establish the influence of use of instructional resources on curriculum implementation in EYE in public primary schools in Kikoneni zone, Kwale County, Kenya. The study adopted a descriptive survey research design and a mixed methods approach. The target population was 467 EYE teachers for Grade 3, 60 head teachers, and 9900 learners. Except for head teachers, from each stratum, 30% of respondents were sampled, giving 140 EYE teachers,60 head teachers and 2970 learners. Questionnaires and observation schedule were used to collect data. A pilot study was conducted in Lunga Lunga zone of Kwale County. Data was analysed using statistical package for social sciences (SPSS) version 25 and the results presented descriptively. The study found that the instructional resources have an influence on curriculum implementation in public primary schools in Kikoneni zone, Kwale County. The materials needed for digital learning as well as the competency of teachers seems to be a contributing factor. Digital learning gives challenges to the successful implementation of CBC. The study recommends that the EYE school administrators provide sufficient instructional resources for effective classroom instruction.

Received July 11, 2020; Revised October 19, 2020; Accepted October 30, 2020

Abstract: Principal’s inadequate supervision strategies on curriculum have continued to affect effective curriculum implementation. The study’s objective: to assess principal’s influence on supervision strategies on teacher’s use of professional records for effective curriculum implementation. The study was guided by Management by Walking Around “MBWA” (Tom & Robert, 1982) and Three Minute Classroom Walk Through (Downey, 2004). The study adopted descriptive survey design. The study targeted 40 principals, 300 teachers and 280 prefects in all 40 public secondary schools in West Pokot sub-county. Questionnaires were used to collect data from principals, teachers and prefects. Document analysis guide was used to obtain information from public records. Validity of the instrument was established through experts’ opinions, while its reliability was computed by Pearson rank correlation coefficient, significance value of 0.8 was accepted. The research yielded both quantitative and qualitative data. Quantitative data was analysed by use of descriptive statistics and qualitative data was analysed through thematic analysis. Both were analysed with the help of Statistical Programme for Social Sciences (SPSS) version 23. The analysed data was presented using frequency distribution tables and bar graphs. The study’s finding was most principals were inadequate in supervision of teacher’s use of professional records. The study concluded that actual principal supervision on professional records was weak as explained by poor performance in KCSE results. The study recommends that the Ministry of Education to provide in-service proficiency courses to principals on the supervision of curriculum. The Ministry of Education is expected to benefit by generating policies from the study.