Influence of digital integration on pedagogical practices in the teaching of Christian
Religious Education in Junior Secondary Schools in Homabay county
Martha Anyango Nyamai
ECI/G/01-70207/2024
A concept paper submitted to the department of Curriculum Instructiona and Technology in
partial fulfillment of the requirements for the award of Degree of Masters of Education in
Curriculum and Instructional Technology of Masinde Muliro University of Science and
Technology
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1.0 Background of the Study
The fast changing contemporary society is largely driven by technological progress and as such,
there are significant changes in the field of education. Faced with generations of digitally native
learners, teachers are called upon to rethink their professional role, adopt interactive methods and
harness the potential of technology to support the teaching-learning process. They should
understand how technology can help address some of the issues that learners face and embrace
pedagogical practices that use technology in a constructive way to teach (Koehler & Mishra
2009).
Teachers’ active involvement is vital in ensuring an effective integration of digital literacy in the
classroom (Seifert et al..., 2021). As the facilitator in the teaching and learning process, the
teacher has to be hands on in using the digital tools when delivering an instruction in the
classroom. The teacher also has to have the skill and competence of using these digital tools.
However, the integration of digital technology is not merely to bring in the tools in existing
teaching methods but to transform teaching and learning.
During COVID-19 global crisis, technology supported teaching and learning activities (Thaheem
et al…, 2021). This was possible because teachers had digital literacy. It acted as a substitute for
in-person instruction as well as offered a flexible approach and better access to learning
opportunities (Akram & Yang, 2021). Furthermore, it created a collaborative classroom
environment and ensured active participation of learners in the learning process.
Integrating technology in teaching has greatly aided in meeting the educational needs of learners.
Currently, the Competency-Based Education (CBE) curriculum in Kenya emphasizes the
development of seven vital 21st century core competencies, including digital literacy, across all
learning areas. Christian Religious Education (CRE) is therefore required not only to impart
spiritual and moral values but also to equip learners with digital skills that enhance creativity,
critical thinking, collaboration, and communication (KICD 2019).
Schools across the country have received devices, digital content and training designed to
enhance teaching and learning as part of Digital Literacy Programme (DLP). Science,
Technology, Engineering and Mathematics (STEM) has widely explored digital integration but
religious studies, Christian Religious Education to be precise, has been left behind as this subject
is still predominantly being taught using traditional teacher-centered approaches such as lecture.
Despite the availability of digital devices in many schools, it is unclear to what extent CRE
teachers integrate these tools in pedagogy , how digital integration influences their instructional
practices and the barriers that affect its adoption. This gap justifies the need for a study focusing
on digital integration within CRE instruction in Junior Secondary Schools in Homabay county.
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2.0 Statement of the problem
While digital literacy is one of the core competence in CBE, investments have been made in
educational technology infrastructure and schools have access to digital tools, the integration of
digital technology in teaching CRE remains limited.
Prior research show that digital tools enhance learner engagement and improve instructional
delivery in the STEM subjects. However, little is known about how digital integration influences
pedagogical practices in CRE.
The lack of empirical evidence on digital integration in CRE creates a gap in curriculum
implementation thereby limiting efforts to align CRE pedagogy with CBE expectations. This
study seeks to address this gap by investigating how digital integration influences pedagogical
practices in teaching CRE in Junior Secondary Schools in Homabay county.
3.0 Purpose of the Study
The purpose of this research is to examine the influence of digital integration on pedagogical
practices in the teaching of CRE in Junior Secondary Schools in Homabay County.
4.0 Research Objectives
This research will be guided by the following research objectives;
1. To assess the extent to which CRE teachers integrate digital tools in lesson preparation and
delivery.
2. To examine the influence of digital integration on the instructional methods used in teaching
CRE.
3. To determine the effect of digital integration on learner engagement in CRE lessons.
4. To find strategies that would improve the integration of digital tools in CRE lessons.
5.0 Research Questions
1. To what extent do CRE teachers integrate digital tools in lesson preparation and delivery?
2. How does digital integration influence the instructional methods used in teaching?
3. What effect does digital integration have on learner engagement in CRE lessons?
4. What are the strategies that would improve integration of digital tools in CRE?
6.0 Significance of the Study
The findings from this study will be valuable to :
1. CRE teachers
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The study will help the CRE teachers to become more conscious of how their technology use
influences their pedagogical practices, enabling more intentional decision-making. This will also
provide concrete examples of how digital integration can enhance various aspects of CRE
pedagogy.
2. Learners
The learners will improve their engagement, participation and understanding of CRE. This will
ensure learners develop digital literacy in the technologically fast growing world alongside moral
values taught in this learning area.
3. School administrators
The findings will assist the administration to make informed decisions on technology investment
and resource distribution. It will also help guide administrators create school cultures and support
systems that are conducive for pedagogical innovation.
4. Policy makers
To the policy makers like the Kenya Institute of Curriculum Development (KICD) and the
Ministry of Education (MOE), this research will provide insights on digital content needs for
CRE,guide development of curriculum support materials and digital resources that facilitate
pedagogical sound digital integration.
7.0 Methodology
7.1 Research Design
The research will adopt a mixed research method where quantitative research method will use
survey technique to measure the extent of digital integration and pedagogical practices.
On the other hand, qualitative research method will use classroom observation and interviews to
understand how digital influences pedagogical decisions and practices.
7.2 Study population
The study population for this research will be:
1. CRE teachers in Junior Secondary Schools in Homabay county.
2. Learners in CRE classes in Junior Secondary Schools in Homabay county.
3. School administrators(Heads of Institutions) in Junior Secondary Schools in Homabay county.
7.3 Sampling technique
The research will use stratified and simple random sampling to represent different school types,
that is public and private Junior Secondary Schools in Homabay county.
7.4 Data collection tools
1. Questionnaires
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The questionnaires for teachers will gather demographics, digital literacy practices in lesson
delivery and the challenges faced. For the learners, their questionnaire will help gather data on
their perception, participation and experiences in CRE lessons that have digital literacy
integrated.
2. Observation schedule
There will be structured classroom observation schedules to observe technology integration
practices.
3. Interview schedules
I will also schedule semi structured interviews with the teachers and school administrators to
gather data from them.
4. Document analysis
The documents that will be analyzed will include lesson plans, schemes of work and portfolios.
7.5 Data Analysis
Quantitative data will be analyzed using descriptive statistics with frequencies, means and
standard deviations, whereas qualitative data will be analyzed using thematic analysis.
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References
Akram., H. & Yingxiu, Y. (2021). Technology integration in higher education during COVID-19
Kenya Institute of Curriculum Development. (2019). Annual [Link] digital education in
Kenya. KICD.
Koehler., M., & Mishra., P. (2009). What is technological pedagogical content knowledge
(TPACK)?. Contemporary issues in technology and teacher educator, 9(1).
Palys., T., & Atchison., C. (2014). Research decision: Quantitative, qualitative and mixed
methods approaches. (5th ed.). Toronto, Canada: Nelson Education.
Seifert et al 2021: Growth in internet usage during COVID-19.