Embedding ICT in English Second Language Teacher Professional Development: Challenges and Prospects for Kenya

Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT: In this age of globalization, the use of technology is advancing at an exponential rate and is taking root within many fields including education. The changed face of education predisposes pressure to the modern teacher due to a sense of knowledge and skills inadequacy. Apart from content and pedagogical knowledge, today’s teacher requires knowledge, skills and expertise in the use of information communication technology (ICT) in order to enhance the instructional process. This calls for a deliberate paradigm shift in the manner in which the teacher is prepared and taken through various teacher professional development (TPD) programmes. Professional growth of a teacher is a life-long process of development beginning with pre-service training and climaxing in retirement. Theories of TPD show that teachers exhibit needs at different times in their professional lives. An analysis of these needs prompts a differentiated approach to their professional development. The teacher has to contend with various changes and therefore needs education in addition to initial pre-service training, thus the need for revitalized TPD programmes. Educationalist at all levels of learning must acknowledge and realize that the adoption, utilization and infusion of ICT in education is fundamental to effective teaching and consequently, successful learning. Teacher education as a component of education therefore requires to be revolutionized to suit the trends and needs of the modern society through the nature of training and professional development the teacher trainee