Browsing by Author "Kirui, Japheth"

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    School determinants influencing information and Communication technology integration in classroom Instruction in secondary schools In Kericho County, Kenya
    (Kenyatta University, 2024-06) Kirui, Japheth
    Despite significant investments in information technology facilities, equipment, and staff development to better education in many nations, little progress has been made in integrating technology into teaching. The primary aim of the research was to look into school determinants associated with the integration of technology in secondary education in Kipkelion sub-county. The objectives of the study were: to assess the influence of the availability of information and communication technology facilities; to evaluate the influence of information and communication technology literacy; to assess the influence of principals and information and communication technology; and to evaluate the influence of administrative support in information and communication technology integration in classroom instruction in secondary schools in Kipkelion sub-county. The study adopted Technology Pedagogical Content Knowledge model. A descriptive survey approach was utilized in the research. The target population comprised of 35 principals, 35 champions of technology in schools, 550 teachers, and 2200 form three students. The study included 11 secondary schools. Five information and communication technology centers and their respondents were chosen using purposive sampling, while stratified sampling was used to select the remaining six secondary schools. The sample consisted of 11 principals, 11 information technology champions, 55 teachers, and 220 form three students. Mixed methods research methodology was employed. Questionnaires were utilized to gather information from principals, teachers, and students, whereas semistructured interviews were used to obtain feedback from information technology champions. The reliability of the research instruments was assessed using test-retest methodology. Both descriptive and inferential statistics were used to analyze the data. Thematic analysis and narrative reporting was performed on qualitative data. Statistical Package for the Social Sciences version 25.0 was used in analyzing statistical data. The processed data was presented using pie charts, tables, and bar graphs. The study established that the schools that were equipped with computer laboratories had embraced technology in teaching. Teachers were above average in digital literacy and occasionally integrated technology in teaching. Some teachers had undergone pedagogical training in technology integration. Majority of principals provided administrative support towards adoption of technology in teaching. The availability of information technology infrastructure, digital literacy skills, pedagogical support in information technology integration, and administrative support influenced the level of information technology adoption in learning and teaching. The researcher recommends to the government of Kenya to consider equipping all secondary schools with computer laboratories and making Computer Studies subject compulsory in all schools in form one.