Abstract:
Online learning was the preferred avenue to sustain learning during the
COVID - 19 pandemic when all learning institutions closed globally. Lessons
learnt could be used to build education resilience in times of education
disruptions in Kenya. A case study of two public secondary schools was
conducted anchored on connectivism theory and Technological Pedagogic
Content Knowledge. The participants were 15 teachers and 154 form four
candidates from two secondary schools, purposively selected as the
candidate classes. The objectives were to find out: the technology devices
used by teachers and students to learn; whether the teachers and the
students had knowledge, skills and attitudes to engage in online learning;
how teachers and students acquired knowledge and skills to use the
technology devices and whether there were any interventions provided to
support them. A questionnaire for teachers and another for students
collected quantitative and qualitative data which was analysed and
established that few students managed to engage in online learning without
adequate support and other technology devices were used for learning.
