Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics

Moses Ouma Oyieno; Hannah Kangara; John Ogembo; Monica Ituma

doi:doi:10.11648/j.ijeedu.20241304.15

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Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics

Moses Ouma Oyieno^*, Hannah Kangara, John Ogembo, Monica Ituma

Published in International Journal of Elementary Education (Volume 13, Issue 4)

Received: 6 November 2024 Accepted: 26 November 2024 Published: 23 December 2024

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Abstract

Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.

Published in	International Journal of Elementary Education (Volume 13, Issue 4)
DOI	10.11648/j.ijeedu.20241304.15
Page(s)	110-119
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

ECDE Teachers’ Digital Competence, Language Instruction, Digital Resources, Personal Characteristics, Age, Gender, Education Level, Experience

References

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[4]	Cabero‐Almenara, J., Guillén‐Gámez, D., Ruiz‐Palmero, J., & Palacios‐Rodríguez, A. (2022). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology, 53(1), 41-57.
[5]	Dodge, T., & Bickart, S. (2000). How Curriculum Frameworks Respond to Developmental Stages: Birth through Age 8.
[6]	Ghomi, M., & Redecker, C. (2019, May). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self-Assessment Instrument for Teachers' Digital Competence. In CSEDU (1) (pp. 541-548).
[7]	González, M., Martín, S., Sanches-Ferreira., & Diogo, F. (2017). Do gender and age affect the level of digital competence? A study with university students. Fonseca, (15), 109.
[8]	Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals' digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behaviour, 117, 106672.
[9]	Masataka, N., Morford, J., & Mayberry, R. (2000). The role of modality and input in the earliest stage of language acquisition: Studies of Japanese Sign Language. CHAMBERLAIN C., MORFORD JP, MAYBERRY R., Language Acquisition by Eye, Mahwah, NJ, Lawrence Erlbaum Associates.
[10]	Orakova, A., Nametkulova, F., Issayeva, G., Mukhambetzhanova, S., Galimzhanova, M., & Rezuanova, G. (2024). The relationships between pedagogical and technological competence and digital literacy level of teachers. Journal of Curriculum Studies Research, 6(1), 1-21.
[11]	Palacios Rodríguez, P., Guillén Gámez, D., Cabero Almenara, J., & Gutiérrez Castillo, J. (2023). Teacher Digital Competence in the education levels of Compulsory Education according to DigCompEdu: The impact of demographic predictors on its development. Interaction Design and Architecture (s) Journal-IxD&A, 57, 115-132.
[12]	Shonfeld, M., Aharony, N., & Nadel-Kritz, N. (2022). Teachers’ perceived information literacy self-efficacy. Journal of Librarianship and Information Science, 54(3), 494-507.
[13]	Snow, E., Griffin, E., & Burns, M. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. Jossey-Bass.
[14]	Guillén-Gámez, F. D., Mayorga-Fernández, M. J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2021). Analysis of teachers’ pedagogical digital competence: Identification of factors predicting their acquisition. Technology, Knowledge and Learning, 26(3), 481-498.
[15]	Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals' digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behaviour, 117, 106672.

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APA Style

Oyieno, M. O., Kangara, H., Ogembo, J., Ituma, M. (2024). Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics. International Journal of Elementary Education, 13(4), 110-119. https://doi.org/10.11648/j.ijeedu.20241304.15

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ACS Style

Oyieno, M. O.; Kangara, H.; Ogembo, J.; Ituma, M. Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics. Int. J. Elem. Educ. 2024, 13(4), 110-119. doi: 10.11648/j.ijeedu.20241304.15

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AMA Style

Oyieno MO, Kangara H, Ogembo J, Ituma M. Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics. Int J Elem Educ. 2024;13(4):110-119. doi: 10.11648/j.ijeedu.20241304.15

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@article{10.11648/j.ijeedu.20241304.15,
  author = {Moses Ouma Oyieno and Hannah Kangara and John Ogembo and Monica Ituma},
  title = {Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics
},
  journal = {International Journal of Elementary Education},
  volume = {13},
  number = {4},
  pages = {110-119},
  doi = {10.11648/j.ijeedu.20241304.15},
  url = {https://doi.org/10.11648/j.ijeedu.20241304.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20241304.15},
  abstract = {Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.
},
 year = {2024}
}

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TY  - JOUR
T1  - Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics

AU  - Moses Ouma Oyieno
AU  - Hannah Kangara
AU  - John Ogembo
AU  - Monica Ituma
Y1  - 2024/12/23
PY  - 2024
N1  - https://doi.org/10.11648/j.ijeedu.20241304.15
DO  - 10.11648/j.ijeedu.20241304.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 110
EP  - 119
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20241304.15
AB  - Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.

VL  - 13
IS  - 4
ER  -

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Author Information

Moses Ouma Oyieno

Department of Education, Chuka University, Chuka, Kenya

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Hannah Kangara

Department of Education, Chuka University, Chuka, Kenya

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John Ogembo

Department of Education, Chuka University, Chuka, Kenya

Contact Email
Monica Ituma

Department of Education, Chuka University, Chuka, Kenya

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APA Style

Oyieno, M. O., Kangara, H., Ogembo, J., Ituma, M. (2024). Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics. International Journal of Elementary Education, 13(4), 110-119. https://doi.org/10.11648/j.ijeedu.20241304.15

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ACS Style

Oyieno, M. O.; Kangara, H.; Ogembo, J.; Ituma, M. Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics. Int. J. Elem. Educ. 2024, 13(4), 110-119. doi: 10.11648/j.ijeedu.20241304.15

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AMA Style

Oyieno MO, Kangara H, Ogembo J, Ituma M. Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics. Int J Elem Educ. 2024;13(4):110-119. doi: 10.11648/j.ijeedu.20241304.15

Copy | Download

@article{10.11648/j.ijeedu.20241304.15,
  author = {Moses Ouma Oyieno and Hannah Kangara and John Ogembo and Monica Ituma},
  title = {Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics
},
  journal = {International Journal of Elementary Education},
  volume = {13},
  number = {4},
  pages = {110-119},
  doi = {10.11648/j.ijeedu.20241304.15},
  url = {https://doi.org/10.11648/j.ijeedu.20241304.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20241304.15},
  abstract = {Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics

AU  - Moses Ouma Oyieno
AU  - Hannah Kangara
AU  - John Ogembo
AU  - Monica Ituma
Y1  - 2024/12/23
PY  - 2024
N1  - https://doi.org/10.11648/j.ijeedu.20241304.15
DO  - 10.11648/j.ijeedu.20241304.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 110
EP  - 119
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20241304.15
AB  - Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.

VL  - 13
IS  - 4
ER  -

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