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This study assesses preparedness for e-learning adoption among pre-service teacher trainees in selected Primary Teacher Training Colleges in Kenya. It examines trainees’ e-learning skill levels, availability and accessibility of e-learning infrastructure, and strategies to promote adoption. A descriptive survey collected data from 287 respondents, analyzed using descriptive statistics and SPSS. Results indicate most respondents were unskilled (77%) and reported limited strategies (67%), showing low readiness despite government technology efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-trainees-competency-and-institutional-level-of-preparedness-for-adoption-of-e-learning-in-selected-teacher-training-colleges-in-kenya/590729/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-trainees-competency-and-institutional-level-of-preparedness-for-adoption-of-e-learning-in-selected-teacher-training-colleges-in-kenya/590729.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to assess regarding e-learning adoption in Kenya?","Question",{"text":112,"@type":113},"It evaluates preparedness for e-learning adoption among pre-service teacher trainees, including skills, infrastructure availability/accessibility, and strategies that support adoption.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and analyzed?",{"text":117,"@type":113},"A descriptive survey design was used with questionnaires from 287 respondents, and data were analyzed using descriptive statistics with SPSS.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about teacher trainee competency and institutional readiness?",{"text":121,"@type":113},"Most respondents reported low competency for e-learning-related functions (77%) and a high lack of strategies to promote e-learning use (67%), indicating limited institutional preparedness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590729,1792209105,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","African Educational Research Journal  \nVol. 6(2), pp. 73-79, May 2018 DOI: 10. 30918/AERJ.62.18.016 ISSN: 2354-2160  \nFull Length Research Paper  \nTeacher-trainee’s competency and institutional level of preparedness for adoption of e-learning in selected teacher training colleges in Kenya  \nRedempta M. Kiilu1*, Jackline K. Nyerere2 and Nobert Ogeta2  \n1 Department of Educational Administration and Planning, South Eastern Kenya University, P.O Box 170-90200, Kitui, Kenya.  \n2 Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, P.O Box 43844, Nairobi, Kenya.  \nAccepted 8 May, 2018  \n\n| ABSTRACT\u003Cbr>E-Learning applications have gained recognition globally as a panacea to address the access, quality and equity challenges facing education systems. This paper reports findings of a study whose aim was to assess the level of preparedness for e-learning adoption among pre-service teacher trainees in selected Primary Teacher Training Colleges in Kenya. Specifically, the study sought to establish the level of preservice teacher trainee skills for adoption of e-learning; assess the level of availability and accessibility toe-learning infrastructure and to assess the nature of strategies put in place to promote adoption of elearning. Descriptive survey design was used where questionnaires were used to collect data from a sample of 287 respondents. Data was analysed by use of descriptive statistics aided by Statistical Package for Social Sciences. Despite the efforts made by the Kenya government towards technology uptake in schools, teacher training colleges are hardly prepared for e-learning as the study results showed that majority of respondents (77%) were unskilled in performing functions related to use of e-learning while a high percentage (67%) reported lack of strategies in place to promote use of e-learning.\u003Cbr>Keywords: e-Learning, competencies, preparedness, survey. |\n| --- |\n| *Corresponding author. E-mail: [remmykyalo@gmail.com](remmykyalo@gmail.com). |\n\nINTRODUCTION  \nThe global technological advancement has led to increased use of new technologies in teaching and learning. In a meeting on the adoption of the Millennium Development Goals (MDGS) in 2000, the world leaders drew attention to the urgency of the countries to enable access to ICT infrastructure of their citizens in order toreap the benefits therein. In fact, target eight of the eighth MDG states that “in co-operation with the private sector, governments shall make available the benefits of new technologies, especially information and communication technologies” (United Nations, 2000:1) . The relevant indicators for tracking the progress of the two targets as endorsed by the United Nations Statistical Commission (UNSC) at its 38th Sessional meeting in 2007 included  \navailability of ICT infrastructure, access in terms computers, internet connectivity and individual competencies (The International Telecommunication Union (ITU), 2014) . The World Summit on Information Society (WSIS) forum identified the need to measure the  \nprogress made in bridging the digital divide (ITU, 2010) .  \nThe role of Information and Communication Technology ( ICT) in education has been supported as a solution to the triple challenges of qualit, equity and access to education (UNESCO-UIS, 2009) . The International Telecommunication Union (2014) urges countries to harness the power of ICTs for increased productivity to reach the unreached and to enhance quality of learning as it is believed that ICT can have a  \nmonumental impact on the expansion of learning opportunities for diverse populations beyond cultural and geographical barriers (Haddad and Draxler, 2002) . However, Kozma (2005) argues that simply putting computers into schools and development of plans in place does not necessarily translate to implementation and results on the ground. For effective adoption of elearning, institutional preparedness is essential (Dutta and Bilbao-Osorio, 2012), whil","cbCaide9ZoGFnqMz","https://ap.wps.com/l/cbCaide9ZoGFnqMz","pdf",73863,"English","# Abstract\n# Introduction\n## Global context for ICT and e-learning\n## Institutional preparedness and measured readiness\n## Frameworks and skills needed for adoption","[{\"question\":\"What does the study aim to assess regarding e-learning adoption in Kenya?\",\"answer\":\"It evaluates preparedness for e-learning adoption among pre-service teacher trainees, including skills, infrastructure availability/accessibility, and strategies that support adoption.\"},{\"question\":\"How was the study designed and analyzed?\",\"answer\":\"A descriptive survey design was used with questionnaires from 287 respondents, and data were analyzed using descriptive statistics with SPSS.\"},{\"question\":\"What were the key findings about teacher trainee competency and institutional readiness?\",\"answer\":\"Most respondents reported low competency for e-learning-related functions (77%) and a high lack of strategies to promote e-learning use (67%), indicating limited institutional preparedness.\"}]","Teacher-trainee’s competency and institutional level of preparedness for adoption of e-learning in selected teacher training colleges in Kenya | PDF",1792070295,18]