Student Short Biography:
PROFESSIONAL EXPERIENCE
- DEPUTY GENERAL MANAGER.
TechnoBrain Group _ Mozambique/ Swaziland
-ICT Solutions / Training -
2015 –2016(1 year)
Responsibilities;
- Preparinglong and shortterm revenue generationplans.
- PreparingandtimelysubmissionofweeklyandmonthlyreportstoheadtheofficeinNairobifor both Mozambique and Swaziland.
- Resource(revenue)availability,Budgetingandallocationtostartingandrunningprojectsforboth solutions andtraining
- CENTER MANAGER.
_Solutions /Training
Cambridge Africa_ Nairobi, Kenya
-Digital Literacy Consultancy-
2012-2015 (3 years)
Responsibilities;
-
- Preparingperiodicfinancialstatementsandrecordsonprojects,progress,statusorother special reports for management.
- Evaluating centeractivitiesforeffectivenessin methodology, training implementation,results implementation and corrective action.
- TRAINING MANAGER.
TechnoBrain Group_Nairobi, Kenya
Supporting Tanzania/ Malawi/ Uganda/ Ethiopia/Rwanda/Mozambique
2009- 2012 (4 years)
Responsibilities;
-
- Developingtesting and evaluation procedures.
- Developingand organizing trainingmanuals,multimedia visual aids, andother educational materials.
- CORPORATE TRAINING CONSULTANT.
Institute of Advanced Technology_Nairobi, Kenya
-ICT and business training Institution in Kenya-
2003- 2008 (6 years)
Responsibilities;
- Evaluatingthe impactof the employeetraining and the effectiveness of training programs.
EDUCATIONAL BACKGROUND
- University of Nairobi. - 2016 – 2020
- Masters in Educational Technology (MEd)
- New Horizons Computer Learning center - 2008
- TraintheTrainer
- Institute of Advanced Technology (IAT) - 2003-2008
- ManagementofLearning
- TeamBuilding
- Professional/International IT Certifications
- ICDL,A+,N+,MCP,MCT,MCSE,MCSA,MCTS,MCBDA
- University of Nairobi. -2004
- Bachelor ofEducation(Arts).
- Secondclass(upperdivision)
- Kapsengere Secondary School -1995
- Malakisi ACK Primary School -1990
Project Summary
Project title: INVESTIGATING INTEGRATION OF DIGITAL LITERACY IN THE TEACHING OF AUTOMOTIVE ENGINEERING IN TVET INSTITUTIONS IN BUNGOMA COUNTY, KENYA.
Abstract:
With increasing global demand of institutions for higher learning to produce skilled graduates who are market ready with creative, technical and functional digital skills that could add value to any initiative, the study set out to investigate the integration of digital literacy in the teaching of automotive engineering in public and private at both levels of study in diploma and certificate in Technical Vocational and Education Training institutions in Bungoma County, Kenya. Guided by Technological Acceptance Model and Diffusion of Innovation theory, the study focused on four objectives of integrating digital tools, digital infrastructure, digital literacy skills of students and digital elements in teaching of automotive engineering. Sample size was 200 students and 30 trainers. The study employed descriptive research design approach where the researcher sought to systematically measure and quantify elements of digital literacy in relation to a discipline in TVET. The data collected was analyzed based on the responses from the completed research instruments in the study. The collected data for the four objectives of this study was analyzed quantitatively using SPSS statistical package (version 21).This was significant for descriptive statistics. This involved the use of frequencies, percentages and total scores. While tables, pie-charts, bar and column charts were used to present the analyzed results. The study found out that trainers and students in public TVET institutions in Bungoma County have integrated digital literacy in teaching and learning more than their counterparts from Private TVET. This is because of government support in laying digital infrastructure. That students’ level of study whether certificate or diploma and age have a bearing on integration of digital literacy skills, tools and application of digital elements in the teaching of automotive engineering. Study recommended the review of automotive engineering curriculum on new digital technologies, upgrade of digital infrastructure by TVET institutions, capacity building for trainers on new technologies, need for a study to be done on digital literacy tools for other subjects and a further study on digital devices influence on student performance in institutions of higher learning.