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dc.contributor.authorMigwi, Catherine Njeri
dc.date.accessioned2011-08-12T12:10:34Z
dc.date.available2011-08-12T12:10:34Z
dc.date.issued2011-08-12
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/754
dc.descriptionAbstracten_US
dc.descriptionDepartment of Education,82p.LB 1028.5 .M5 2009
dc.description.abstractThe purpose of this study was to assess the preparedness of secondary schools teachers in Ruiru Division of Thika District to integrate ICT for instruction. The objectives of the study included, i) determining the state of infrastructure necessary for teachers to successfully integrate ICT in schools, ii) finding out the attitudes of teachers towards use of ICT for instruction, and iii) determining teachers' preparedness in terms of ICT literacy to effectively integrate ICT for learning, iv) to find out the challenges faced by secondary school teachers in the integration of ICT for instruction. The literature reviewed covered the use of ICT in developed countries, strides made by developing countries, and finally status of ICT in education in Kenya was examined. The study was conducted using descriptive survey research design. The target population was 27 head teachers and 300 teachers. Twelve schools which were 44% of the target population were selected using proportionate sampling. Simple random sampling was used to select 5 teachers from each school giving a total of 60 teachers. All the 12 head teachers from the schools selected participated in the study. Two officials from the DEO's office were selected using purposive sampling. Data was collected using questionnaires and key informant interview. Quantitive data was analysed using the statistical package for social sciences and tabulated into frequencies, ratios, tables, and percentages. Qualitative data was analysed by organizing it into themes, and according to the research questions and objectives. Findings indicated that 61% of the schools studied were connected to electricity, while 39% had no electricity. However computer laboratories were only available in 52% of the schools. Only 18% of the schools had computers purposely reserved for teachers' use. A mere nine percent of the respondents have had training on the use of computers for instruction. The remaining 91% had never received such training but were interested in learning how to use computers for instruction.84% of the respondents reported that they thought schools were not ready to integrate ICT for instruction, citing the major reason as lack of teacher training in ICT. Challenges faced by secondary school teachers in integration of ICT for instruction included insufficient teacher training and lack of teachers' awareness on the need for Integrating ICT in learning. The study concluded that teachers in the district were ill prepared for integration of ICT for instruction and learning. Recommendations were on increasing access to computers and supportive infrastructure, as well as intensifying teachers training on ICT.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectEducational technology --Kenya --Thika District --Ruiru Division
dc.subjectTelecommunication in Education --Kenya --Thika District --Ruiru Division
dc.subjectInternet in higher education --Kenya --Thika District
dc.titleAn assessment of public secondary school teachers preparedness in integrating ICT for instruction: a case of Ruiru division, Thika districten_US
dc.typeThesisen_US


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