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- W4220880161 abstract "Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of <math xmlns=http://www.w3.org/1998/Math/MathML id=M1> <mi>P</mi> <mo><</mo> <mn>0.005</mn> </math> . The <math xmlns=http://www.w3.org/1998/Math/MathML id=M2> <mi>P</mi> </math> value is less than the chosen significance level α = 0.05, which checks for independence on the teachers’ competencies on ICT implementation. Therefore, implying that the null hypothesis was rejected at the 5% level of testing. The conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT implementation. Therefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction." @default.
- W4220880161 created "2022-04-03" @default.
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- W4220880161 date "2022-03-07" @default.
- W4220880161 modified "2023-09-26" @default.
- W4220880161 title "Influence of Teachers’ Competencies on ICT Implementation in Kenyan Universities" @default.
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- W4220880161 doi "https://doi.org/10.1155/2022/1370052" @default.
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