**4. Types of skills necessary for online teaching**

The nature of digital resources requires that teachers must constantly acquire and implement new skills as technology advances. This is the reason why scholars who have taken interest in online learning recommend professional development as one of the pillars of sustainability of e-learning. Recent studies have revealed that even though computer literacy would improve the uptake of e-Learning in Kenyan universities both lecturers and students have limited Information and Communication Technology (ICT) skills. The scenario worsens in cases where there are differences in digital literacies between teachers and students [1, 15, 16]. In this section the researcher brings into perspective computer skills that are useful in conducting online teaching, that should be emphasized in teacher education programs.

#### **4.1 Word processing**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

am Emmanuel Wambua a fourth year student doing bachelor degree in education from Machakos. I expect that at the end of the course I will be able to apply

The foregoing postings are expressions of who the students are and their expectations. They set pace for further interactions. Subsequently, as the teacher develops course materials, each topic should have a discussion forum or chats- which not only helps the teacher to assess learning progress, but also to assess the evolving attitudes of learners towards each other and the course. The class can also be divided into smaller discussion groups to boost bonding. Another social media which is useful in enhancing cohesion, and is commonly used by students in Kenya, is WhatsApp. Most learning platforms are also connected to emails through which the teacher can send private messages to students on respective assignments or issues. A research that explored MOOC as a form of professional development found that the participants liked the use of face book page and emails in supporting learning, but were not conversant with twitter; yet twitter chats are becoming an effective way of professional development-helping teachers to share their research, ideas and building positive digital foot prints. Blogs too, can be used for posting assignments, projects

The next set of competencies that are equally important have to do with professional ethics. These comprise patterns of professional behaviors, self- reflection and moral integrity. Online learning is very complex and dynamic, involving multiple players and sources of information. It calls for a high level of responsibility- according respect and maintaining confidentiality with regard to students' information. The increased use of facilities such as e-mails and other virtual communication can lead to comprises. It is however important to attach and express value and respect to all online course stake holders, particularly when using presentation tools such as Google meet, Big Blue Button, and Zoom that allow for live video conferences. During such interactions, the teacher should act professionally and also require students to exemplify the right decorum [18]. The researcher puts significance on this point because research seems to indicate that teachers and student teachers are less likely to undertake activities that involve interaction with others, and that it is hardest to teach competencies that have to do with soft skills to

In the process of creating an online course, there is need to observe integrity with regard to copy right rules. This involves acknowledging of all sources of information that are used in the course, and where necessary asking for permission to use material as indicated by the source. In order to do this, the instructor needs to be conversant with different types of information sources, with regard to their use. We have plenty of open sources of information, while other sources have varying restrictions on use. Learners should also be educated on copy right regulations and held accountable for any violations. While there have been attempts by specialist in copyright regulations such as The National Unit of Copyright Unit of Australia to support teachers in Australia [3] those in Kenya are disadvantaged. Essentially, online learning will only be credible to the extent that the instructor will also observe ethical diligence in the quality of content, learning and assessments offered. For assessment, this does not only require competence in varying test items, but using monitoring tools during examination to ensure examination

Student "B" - Monday, 7 September 2020, 3:48 PM

technology as part of communication in my teaching career.

and networking [16–18].

teachers [5].

**3.3 Adherence to copy right rules**

**76**

integrity.

Some of the important features of Microsoft word that are useful in creating content for teaching include; desktop publishing, formatting, grammar check, spell checking, tables, web format; electronic spread sheet features such as spread sheets and work books, auto formatting, charting, what-if-analysis, archiving, and academic software such as games, simulations, drill and practice, and integrated learning systems. Mastering these features and their functions is essential because band width and security issues normally limit the use of WWW in many ways and a teacher may have to create his/her own instructional materials using options such as CD-ROMs; which students can access asynchronously.

Other additional skills include how to create and use the following types of multimedia; images, drawings/paintings, animations, graphs, sounds, 3D, and virtual reality. For example, how to image tag using GIF wizard, getting pictures using scanners, photo CDs, digital still cameras and using them to create simple animations; and recording voice on power points. Since students learn in multiple ways and learning is also enriched through multiple sensory input, the teacher should be skilled in presenting content and facilitating learning using a variety of multimedia. Notably, in the digital world there is also need to constantly rework and rewrite documents [19], this makes it necessary for the teacher to be skilled in using different features of Microsoft word.

#### **4.2 Skills in management of online platforms**

The teacher should be familiar with the features of different Learning Management Systems and the functions of each of the integrated tools; so that one can successfully create content for a given course and manage it throughout the semester. Most universities avail a web site for online teaching, but the management of the individual courses depend on the skills of the individual faculty. For example, in using Moodle platform, there are important features such as "edit" and "add activity". The activity can be a label, assignment, quiz, discussion forum, file, and so on. Once you click an activity like a quiz you need to be skilled in setting up the quiz, editing- meaning adding or and editing at times deleting or revising questions. While doing this, related features have to be controlled for example striking the editing button and selecting hide the quiz from students; otherwise those who are online will see the quiz/test prematurely (this has happened to some teachers). It is also important to go into review options and block students from reviewing the quiz when it is still open, because they may share answers with those still doing the quiz.

In order to promote learning the teacher should be skilled in managing meeting platforms such as Zoom, Big Blue Button; knowing how to set it up, and managing the presentation and participants by manipulating buttons such as share screen, chat, audio, and webcam. Some teachers confess that when they first use the Big Blue Button, they are not able to control the class because they do not know how to mute a few students who log in with a lot of background noises. They are not even able to use the video or share the screen. For many teachers, performing these actions is an uphill task because the initial teacher training was devoid of these requisite skills. A recent research in a Kenyan university revealed that only 25% of the faculty had been trained in management of online course, and only 20% had attended related seminars or workshops; yet students reported that course information (58%), layout (48%), announcements (38%), and reminders (35%) contributes to the effectiveness of an online learning [4]. For this reason, there should be a deliberate move to in service Teacher Educators in management of online courses so that they pass on the skill to teacher trainees as part of their training. This can be strengthened further, through virtual supervision of teaching practice- a model that some teacher training universities are already using to circumvent the restrictions of COVID 19 on face to face interactions.
