Integration of information communication technology in teaching of English in secondary schools in Nyakach sub- county, Kisumu County, Kenya
Kareji, Owino Jane
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The problem of this study was that, in spite of the enormous benefits of ICT in everyday life in and out of school, only few schools have embraced the use of ICT in teaching and learning. This study sought to investigate the extent to which teachers were using ICT in the teaching and learning of English in secondary schools in Nyakach Sub- County, Kisumu County. The study also sought to find out which ICT resources were available for the teaching and learning of English and to find out which areas of English teaching and learning these resources could be used. The study was both a quantitative and qualitative research in nature and adopted a descriptive survey design. Descriptive methods were employed in analyzing data using frequencies, percentages and means. Descriptive methods were preferred because they would enable the researcher to meaningfully describe the distribution of scores and measurements using statistics. The study used a combination of stratified, purposive and random sampling procedures. The sample of the study was drawn from the twenty two secondary schools in Nyakach Sub- County which had been given ICT facilities and the respondents were 7 principals of secondary schools,16 teachers of English and 540 Form Three students. Questionnaires and observation schedules were used to get information from the respondents. Before the instruments were used for collecting data, a pilot study was conducted in two public secondary schools in Nyando Sub-County which had the same characteristics as the sampled schools. The theoretical framework used to guide the study was the Constructivism Theory associated with Bruner, J. Data collected was analyzed using the Statistical Package for Social Sciences (SPSSVersion 19.0). The findings showed that the use of ICT in the teaching and learning of English was still in the formative stage and faced various challenges. The available ICT resources were occasionally used in varied proportions to teach English. This study recommends that ICT be fully integrated in the education system; all teachers of English be trained in the use of ICT, school managers and other stakeholders be sensitized on the need to provide ICT facilities in the schools and lastly, intensive resource mobilization be put in place to enable schools acquire ICT resources.