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Leveraging Instructional Technology to Promote Post-Pandemic Learning and Student Engagement Among Children With Special Needs
Abstract
The study is guided by the following objectives: Teachers' perceptions of use of ICT and digital competencies in enhancing online learning in public primary schools in Kenya; the relationship between cognitive, behavioral, and emotional engagement on learners' instructional engagement; and the challenges facing teachers in their use of technology in teaching and learning in public and private primary schools in Kenya. The study employs an explanatory sequential mixed –methods approach. The final sample was 70 (n=70). Data was collected using questionnaires and interview schedules. The study revealed a positive perception of teachers towards education technology. The study recommends that educators and policy makers address the digital divide by ensuring equitable access to technology and internet connectivity for all students especially those with special needs, and concludes that technology has emerged as a big enabler. It recommends that further research is needed to investigate the long-term implications of online learning on academic achievement of learners with special needs.
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