Integration of information, communication and technology in teaching and learning of physics in secondary schools in Tigania west sub-county, Kenya
Ithili, Peter Kiunga
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This research investigates the extent to which teachers and students of physics utilize ICT as a pedagogical tool in secondary schools in Tigania West District. The development of this study was influenced by various concerns of educational stakeholders about the ICT integration in schools and the competence on the use of ICT as a pedagogical tool. Using constructive theory as a theoretical eye, a survey was carried out in twelve schools that were purposively selected from 40 schools in the district. In total, 152 participants were involved; 120 students, 20 teachers, six computer specialists/computer teachers and six principals. The data collection methods involved were questionnaires, observation and interview schedules. The data was analyzed using simple percentages and presented using charts, graphs, maps and tables. It was found that ICT has a positive impact on teaching and learning of physics. Further, it was revealed that, despite the fact that the schools are well equipped with ICT facilities and that teachers have positive attitudes towards the use of ICT as a pedagogical tool, they did not integrate ICT in teaching and learning effectively. The researcher concluded that availability, accessibility and user-ability of ICT resources significantly affect the integration of ICT in curriculum. Besides, ICT use as a pedagogical tool among teachers and students was found to be a problem that was attributed to lack of ICT integration skills and strategies in schools. Therefore, based on the above findings, the researcher recommends that the schools to design an ICT strategy that aims at equipping teachers and students with knowledge and skills required for ICT integration. Secondly, there is need for the schools to invest more in computers and related technology so that the access to ICT tools cannot be limited only in labs and library but expand through establishment of ICT resource centre’s and availing at least one computer in each classroom. In addition, ICT training should not be limited to Ms Office suites but rather aim at training students with the appropriate skills to use ICT for their learning. Finally, there is a need for further in-depth investigation on teachers’ willingness, confidence, motivation, feeling, thinking, belief and the actual practices through classroom observations. The study findings are thought to be of eminence importance to teachers, students, school administrators and the educational policy-makers in Kenya.