CW-Department of Educational Communication and Technology

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Students' Experiences in Using Haiku Learning Platform to Promote Problem based Learning in a Blended Classroom in Kenya
(ACM Digital Library, 2017) Gitonga, Rhoda; Onyango, George; Rugar, Thaddaeus
Haiku is an online networking application that can be used by teachers and students to learn, share, communicate and remain connected. In problem based learning, students are able to team together to explore significant tasks driven by challenging, open-ended problems with no one "right" answers. Students work as self-directed, active investigators and problem-solvers in small collaborative groups. They apply knowledge to new situations and are known to team together physically and explore tasks inside the classroom and also in the social networks. Usage of technology in the classroom is low among students with the exception of social networking technologies whose adoption is common place. This paper explores the experiences from a group of 15 PhD students taking a course in education who were using Haiku platform to prepare lesson plans in their course work in May/August 2016 semester. The students were to prepare lesson plans based on various models of lesson planning and use either SAMR or TPACK ICT integration models to demonstrate how to integrate technology in the class room. The students were then to share their experiences on the Haiku platform with their lecturer and other students. An oversight group of 10 other students offered constructive criticisms to every group of 5 students that participated. All the students found that they had a personal stake in the quality of work presented through the Haiku platform and that they were able to collaborate, critique and solve real life problems. This paper underscores the importance of Haiku learning platform as an appropriate environment that empowers students to nurture, foster and enable problem based learning.
Technology Integrated Lesson Plan Based on Experiential Learning
(ACM Digital Library, 2017) Onyango, George; Gitonga, Rhoda; Rugar, Thaddaeus
Technology is important for experiential learning because it creates opportunities for reflection on learning experiences that students can relate with. For example, students can record their experiences and refer to them later. Teachers can create a virtual community of participants that enhance collaborative learning. Arising from the benefits of using technology in learning, the Government of Kenya introduced ICT in education as well as use of laptops for class one pupils. However, building the teacher capacity to integrate technology in their teaching makes the implementation of the government project challenging. Teachers feel confident about their knowledge of the pedagogy and content but are less confident when it comes to technology knowledge. This paper explores how technology can be integrated in a lesson plan to enable a teacher deliver a technology aided class. Kolb's experiential approach to lesson planning, Bybees learning cycle and TPACK technology integration model were used in the development of the lesson plan. Technology Pedagogical and Content Knowledge (TPACK) identifies the nature of knowledge teachers require in order to integrate technology in their teaching. A group of 18 students taking a course in education during the May-August 2016 semester were engaged in developing the lesson plan. The process proved that effective teaching and learning is possible through technology which is already in the hands of students.
Learner Experiences with Online tools in a Digitized Environment: A Case of Digital School Students, Kenyatta University
(ACM Digital Library, 2017) Rugar, Thaddaeus; Gitonga, Rhoda; Onyango, George; Mutweleli, Samuel
Digitization of the learning environment demands application of learner-friendly online tools. Such tools have a singular purpose of facilitating quality of learning. There are different ways in which teaching and learning can be made more efficient especially in program delivery through the use of online tools. Some of these tools include the use of blogs, wikis, chats, discussion forums, online quizzes and online assignments among others. Online tools such as blogs have been used to promote reflective learning among students while others like the discussion forms and chats have been used to promote group work and to assist with problem-based learning. With this in mind, Digital School introduced chats, discussion forums, online quizzes and online assignments to open learning students' E-learning platform but the possible effects of these tools on their the quality of learning is not known. This paper explores, from the perspective of the learners, the possible effects of online tools on learning environment and the quality of learning. The question was: do students in open learning mode of study appreciate group-based problem solving approach to learning, and do they find the online environment supportive enough for reflection on academic issues? The respondents were 1, 200 open learning students out of who responded to an online questionnaire sent on their platform to establish their opinion on possible effects of existing online tools on their learning. The online tools were found to promote reflection and problem-based learning.
An Adaptive Gamification Model for E-Learning
(IST-Africa 2020 Conference Proceedings, 2020) Kamunya, Samuel; Mirirti, Evans; Oboko, Robert; Maina, Elizaphan
Gamification has gained currency in the recent past and has widely being deployed in various disciplines such as health, education, marketing amongst others. The main driving factor of deploying gamification is due to its motivational element. Gamification, particularly in education, has been used to motivate and elicit engagement in learners. However the implementation of gamification within elearning platforms has been of the "One size fits all" i.e., uniform application of gamification elements to all learners, albeit learners possess different characters which are distinct from each other. The need to embrace the "One size does not fit all" approach necessitates introduction of adaptive gamification. This study sought to develop an adaptive gamification model. The study used the Design science research methodology (DSRM) using the problem instantiation approach to develop the adaptive gamification model, which can be used to guide and implement adaptivity within e-learning platforms. In the development of the model the study reviewed 15 adaptive gamification studies from which the key components of an adaptive gamification model were synthesized and a final model proposed.
Use of computers in teaching and learning business studies in secondary schools: Westlands District, Kenya
(2015-07) Kiarie, Bernadette K.; Kerich, Wilson; Ondigi, S. R.
Computers have permeated our everyday life in ways that were inconceivable twenty years ago. These multifaceted machines have changed the manner in which we do things including teaching and learning. In the developed world, using computers in classrooms has proved to be a worthwhile experience leading to a push for provision of computers for schools in developing nations such as Kenya. Policies have been laid out and frameworks developed to cater for provision of computers in schools. The agenda of providing computers for schools is articulated in Kenya’s long term economic plan - Vision 2030; where Kenya hopes to be a regional centre for research and development in new technologies. This study sought to establish the availability of computers and where they are available establish whether Business Studies teachers and learners employ them for teaching and learning purpose. Keywords: Computers, ICT, Teaching, Learning
Uncertainty reduction for successful intercultural interaction in Dadaab Refugee Camp
(2015-07) Omoke, Lillian Kemunto
In this article, I set out to express that conflicts between cultures can reduce significantly if uncertainty is reduced. This uncertainty can be reduced by learning about different people’s cultures and understanding why they behave the way they do. Individuals who learn about others way of life will be less involved in negative stereotyping, prejudices, discrimination and ethnocentrism all of which hurt successful intercultural interaction. Intercultural communication for successful integration should be a concern for all stakeholders in the education sector. School serves as an important socialization agent. It is therefore important to include Intercultural communication as a subject of study at all levels of schooling. Intercultural competence should be treated as a basic skill for all people. Uncertainty reduction by Berger and Calabrese (1975) will be used to qualify that uncertainty reduction is key to intercultural communication. Keywords: Uncertainty Reduction, Intercultural Competence, Intercultural Communication, Stereotyping, Discrimination, Prejudice, Ethnocentrism.
The task-based language learning and teaching (actionable perspective) of French in secondary schools in Kenya
(2015-07) Lutiali, Leonorah C.; Bwire, A. M.
French is an official language of the AU, COMESA, UN and other international organization (KIE, 2002). Dewey’s educational theory (1902) states that the major flaw in instructional methodology is the inactivity of the learner. The Actionable perspective (TBLT), which is the focus of this study is assumed to be a more effective approach in French language acquisition. TBLT emphasizes learning by accomplishing various tasks by the learner. This learner-centered method will lead to the integration of the learner in the world community and make him/her a social actor (Rosen, 2009). The Engestrom Activity Theory (1987) shows how a wide range of factors work together to impact a task. Understanding the teacher’s role as one of these factors is essential in successful learning. Moreover, Hughes (2013) posits that instructional materials development is based on the learner’s needs. According to Sam (2014), integrating ICT in instructional methodology increases enrollment in the academic program. The objectives of this research are to find out teacher preparedness in using TBLT. In addition, it will look at other instructional methods used in teaching French, the instructional materials used and the behavior of the learner. The research will be descriptive and will be conducted in seventeen (17) secondary schools offering French in Nairobi County. Teachers in these schools will answer to a questionnaire on their understanding of TBLT. A lesson observation guide will be used to observe form three students in the French class to find out the learner attitude, motivation and success in performing various tasks. Purposive sampling will be used to administer a student written composition to sixty-eight (68) form three students in each of the schools. The three instruments of data collection; questionnaire, lesson observation guide incorporating Flanders interaction matrix and student test will be tested during the pilot study to ascertain validity and reliability. Data will be analyzed using the SPSS computer package and presented in tables and graphs. The research will be of benefit to curriculum developers and teachers, as it will bring out what should be considered as content in the French curriculum. Key words: Methodology, Task-Based Approach, Learner, Curriculum
The prevailing state of teaching practice in teacher preparation
(2015-07) Kamina, Penina; Ochanji, Moses Keya; Ayot, Henry O.; Ondigi, S. R.
This study on teaching practice experience was conducted at a Kenyan University by researchers from both the USA and Kenya, a partnership project, to build capacity through quality teacher preparation. The portion of study presented here used survey techniques and specifically addressed the student teachers’ perspectives on the preparation processes, and ability to plan, instruct and use feedback to improve instruction in teaching practice. Stratified sampling of student teachers (n=360) and supervisor (n=240) was used. The student teacher questionnaire covered several educational components such as professionalism, lesson material preparation, content knowledge, teaching performance skills, and reflection based on classroom observation feedback. The major findings were student teachers inability to integrate Information Communication Technology (ICT) in teaching and lack of supportive supervisory feedback. The study recommends mapping teacher education courses to ensure that ICT and expert feedback are covered before going for teaching practice, by offering coursework on modern accessible ICT, and by facilitating rigorous microteaching experiences. Additionally, train enough supervisors to observe student teachers during teaching practice, put careful consideration in school placements and coordinate posting of student teachers in a timely manner.
The effect of using multimedia cases on prospective teachers self-efficacy belief
(2015-07) Rugano, Peter; Twoli, N. W.; Waititu, Michael
The study explores how the use of multimedia cases affects the science teaching self-efficacy of prospective teachers in one university in Kenya. Chemistry and physics prospective teachers (N = 42) explored questioning and lesson introduction strategies using multimedia cases filmed in Kenyan classrooms. The changes in their self-efficacy was analyzed by looking at the difference in their scores in a pre-test and a post-test on a popular science teaching efficacy beliefs instrument developed by Enochs and Riggs, (1990). The results show that the use of multimedia cases created a cognitive dissonance that led to a decrease in the personal science teaching efficacy (PSTE) and no significant change on the science teaching outcome expectancy (STOE). These findings point to the effectiveness of multimedia cases in challenging the beliefs of prospective teachers during the methods courses. Keywords: Self-efficacy, Multimedia Cases, Prospective Teachers, Sub-Saharan Teacher Education Programs
Teachers’ Preparedness in Integrating Information Communication Technologies in Public Primary Teacher Training Colleges in Kenya
(2015-07) Omariba, Alice; Ayot, Henry O.; Ondigi, S. R.
This study investigated teachers’ preparedness in integrating ICTs in public primary teacher training colleges in Kenya. Integration of ICTs brings revolutionary changes in teaching methodologies. The innovation lies not per se in the introduction and use of ICTs, but in its role as a contributor towards students-centered form of teaching and learning. Teachers’ preparedness was measured in; types of ICTs available, teacher’s training levels, teacher attitudes towards ICTs and challenges faced on ICTs integration. A descriptive survey design was used in the study which was conducted in four (4) public primary teacher training colleges in Central region of Kenya. These provided an ideal population for the study. The obtained data was analyzed systematically using descriptive statistics and presented with the help of frequency tables, figures and percentages. The study findings revealed that the types of ICTs available were inadequate; there was lack of proper training in the use of ICTs and preparedness on integration of ICTs was at an infant stage with several challenges on attempts to integration. Key words: Preparedness, Integrating Information Communication Technology, Training
Teachers’ perspectives towards use of technology, the case of GeoGebra in teaching Mathematics in Kenya
(2015-07) Mukiri, Irene Mwingirwa; Miheso-O’Connor, Marguerite; Khatete, D. W.
This study looks at GeoGebra as a type of technology and assesses teachers’ perspectives towards training and use of GeoGebra as a tool to enhance learning of mathematics. This paper is reporting the findings of a larger study that was conducted in Kajiado County in Kenya on GeoGebra use in teaching Secondary School Mathematics. The study sought to relate teachers’ perceptions towards uptake of technology and the actual uptake of technology as indicated by the Diffusion Innovation Model. The findings after training sessions with the mathematics teachers showed that the mathematics teachers were willing to use GeoGebra in their classes. The teachers said that among all topics, they felt that Geometry was the most complicated to teach and that GeoGebra was a welcome solution to this problem. Teachers’ responses indicated that GeoGebra is useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. Keywords: GeoGebra, Geometry, technology, Secondary Mathematics
Teachers' willingness to integrate ICT tools in classroom teaching among primary school teachers in Msambweni Subcounty Kwale County, Kenya
(2015-07) Ayot, Henry O.; Ogembo, John Otieno; Ondigi, S. R.
This study sought to explore the extent to which demographic and contextual factors predicted teachers’ willingness to use ICT tools in classroom teaching. Empirical evidence has shown that teachers’ perception of a concept is an important attribute of the success or failure of implementation of the concept. To achieve this, the study sought to find out if demographic factors such as age, gender, years of teaching experience and the teachers area of specialisation (department) influenced teachers' willingness to integrate ICT as well as the extent of the contribution of contextual factors such as teachers’ level of mastery and selfefficacy. The study was conducted among a sample of 126 primary school teachers in Msambweni District in Kwale County, Kenya. Data was collected through a self-report questionnaire constructed by the researchers. The study findings revealed that while age and having access to an internet enabled phone were a negative significant predictor of teachers’ willingness to integrate ICT, gender, teaching experience and teachers’ area of specialisation were positive insignificant predictors. Similarly, teacher’s level of mastery was found to predict their willingness to integrate ICT with teachers’ mastery of ICT in teaching being significant. The study also established that teachers’ level of use of ICT tools was still very low even where ICT tools were already available and therefore recommends that the government supports teachers by in-servicing them on ICT skills to increase mastery thus willingness of use. Similarly, it is important that schools put in place departmental ICT support structures to institutionalize integration of ICT in classroom teaching. Keywords: ICT tools, Willingness, ICT integration, Mastery.
Student, teacher and school related variables as determinants of chemistry achievement in Kenya: a case of the mole concept
(2015-07) Wanjala, Nicholas T.; Akala, Janet B.; Khatete, D. W.
The Mole Concept is a threshold Concept and has often been referred to as an area of troublesome knowledge. The study constructed and tested a model for providing a causal explanation of secondary school achievements in Mole Concept area of chemistry in terms of student variables which emphasized gender, spatial ability, mathematical ability, socioeconomic status, attitude; teacher’s variables considered as mode of instruction, teaching experience, teaching qualifications, teacher attendance of inset while School variables included resources. A descriptive survey design was adopted for the study. The population was made up of three hundred and eighty four form four secondary school students and their teachers from thirty stratified selected schools. Five sets of instrument were used and these included Chemistry Teachers’ Questionnaire (CTQ), Mole Concept Students Attitude Scale (MCSAS), Mole Concept Achievement Test (MCAT), Mole Concept Document Analysis Sheet (MCDAS) and Mole Concept Lesson Observation Schedule (MCLOS). The results showed that 62.30% of the variability in students’ achievement in chemistry (X11) was accounted for by all the ten predictor variables when taken together. Recommendations based on the importance of these variables were then highlighted particularly the abilities in Spatial and Mathematical abilities. Keywords: Student Variables, Teacher Variables, School Variables, Mole Concept
School management’s and technical support to physics teachers and students in use of ICT in teaching and learning
(2015-07) Makanda, John Livingstone; Twoli, N. W.; Ondigi, S. R.
Information and Communication Technology (ICT) is beginning to be recognised as one of the major instructional components especially in science subjects. This study sought to investigate the status of ICT in the teaching and learning of physics in secondary schools. Among other objectives, it investigated management’s and technical support given to physics teachers and students. It was conducted in Kimilili District, Bungoma County, Kenya. A descriptive survey design was adopted. The target population comprised 23 secondary schools in the district out of which 11 schools that have had computers for at least three years were selected using a combination of stratified, purposive and random sampling procedures. This study involved 11 secondary school principals, 30 physics teachers and 250 Form Three students comprising 83 girls and 167 boys. Questionnaires, interview guide, lesson observation schedule and document analysis guide were employed in data collection. Data collection was preceded by a pilot study mainly to determine the validity and reliability of the instruments, which gave Cronbach’s alpha coefficient of 0.85 and 0.78 for Physics Students’ Questionnaire and Physics Teachers’ Questionnaire respectively. The data collected during the study was analysed using Statistical Package for Social Sciences (SPSS) version 17.0. Descriptive statistics comprising frequency counts, percentages, means and correlations were utilised in the analysis of the data. It was found that management and technical support was moderate; mainly in the provision of ICT facilities and employment of computer teachers respectively. The use of ICT in lesson delivery was low due to factors such as inadequate facilities and lack of appropriate ICT skills among others. This study recommends sensitization of school managers on importance of ICT, the need to invest more in ICT- skills in teachers and lastly, invest in basic ICT- resources.
Recent developments in e-learning pedagogy: role of Kenyatta University in teacher education
(2015-07) Ondigi, S. R.; Ayot, Henry O.
Fundamentally education is the organized process of inquiry of knowledge with the sole aim of being enlightened and empowered for self-inner development, success and happiness in life. Education is a pillar for both human capital growth and development of society. Today, e-learning has been identified as the tool for human capital development. Universities in Kenya should be prepared to spearhead the training of teachers on how to integrate technology during classroom teaching. The greatest challenge is the lack of comprehensive policy on eLearning pedagogy in teacher training institutions of higher learning. The specific objectives of this study were to (a) To identify university policy on e-learning as a tool for training, (b) Establish the implementation policy on e-learning as a training tool, (c) Establish the training challenges experienced in implementing the policy and (d) Development model on the implementation of e-learning as a tool for pedagogical training. The study used exploratory design to investigate the state of teacher training through elearning and targeted 100 graduate student teachers and 10 lecturers in the Department of Educational Communication & Technology, Kenyatta University. The study used three sets of instruments including questionnaires, interview guideline and documentary analysis guide to collect data. Descriptive analysis was used to summarize the views of the respondents. Key words: eLearning Pedagogy; Policy Formulation and Implantation; Skills Development
Problematic areas in the didactics of teaching and learning French as a foreign langauge in Kenya
(2015-07) Mulwa, Harrison M.; Gathumbi, Agnes W.; Ayot, Henry O.
Performance in French as a foreign language (FFL) in secondary schools in Kenya had declined since the year 2006. Student teachers entering university to pursue studies in French are finding it more and more challenging to follow lectures delivered in French. Students’ performance in the national Kenya Certificate of Secondary Education (KCSE) examinations seemed to have been affected when the examination format was changed to include testing of communicative competence, in all skills. To rescue this situation, the need arose for the teachers of French to use pedagogical approaches that would enhance communicative competence in FFL teaching and learning. The Communicative Language Teaching (CLT) approach had been adopted as a method for use in the teaching of FFL in Kenya. It was observed from students’ performance that there has been a decline in performance in French since this change. This implies there are problems in the implementation and/or application of this approach. This paper is based on a study conducted to investigate the pedagogical implications of use of the CLT in teaching of French in secondary schools in Kenya. The objectives of the study were to: (a) establish activities that facilitate the application of the CLT, (b) establish teachers’ preparedness in using the CLT, (c) find out other methods being used to teach French, (d) identify the challenges faced by teachers and students of French and how these were mitigated, (e) establish availability and use of resources for teaching and learning of FFL. The descriptive survey design was used for the study. Ten schools in 5 Counties of the Central region of Kenya were sampled for the study. Other samples were 10 principals of secondary schools teaching French and 109 students of French. The instruments for data collection were: a classroom observation guide, a teacher’s questionnaire, a principal’s interview schedule and a students’ focus group discussion guide. A pilot study was conducted prior to the main study. Data were collected and analysed qualitatively using basic statistics. Inferential data were analysed using the chi-square. The findings of the study showed there was a marked degree of omission in the teaching and learning of French. The number of contact hours was found to be inadequate since French is a foreign language. Lack of modern equipment and shortage of other resources had negative effects, in relation to use of the CLT. The study also showed there was a difference between teachers’ knowledge of theory and practice, with regard to CLT. Conclusions and Recommendations were made to make teaching and learning of French effective in the attainment of communicative competence. Keywords: Communicative, Competence, Implementation, Teachers
Predictors of extent of integration of computers in classroom teaching and learning among science and mathematics teachers in public secondary schools in Kwale County, Kenya
(2015-07) Ayot, Henry O.; Ogembo, John Otieno; Twoli, N. W.
Investment in ICT infrastructure to improve teaching and learning in schools have been initiated by many governments globally with the effects being anticipated more in sciences and mathematics, subjects in whom students have continued to register poor performance year in year out. Despite all these investments, developing countries such as Kenya still report minimal rates of integration of ICT tools such as computers in classroom practice due to varied reasons. This study set out to review the extent to which demographic characteristics, attitude, self-concept and computer anxiety predict science and mathematics teachers extent of integration of computers in the teaching and learning of their subjects. Data were collected from 83 science and mathematics teachers purposively sampled from 24 public secondary school in Kwale County with ICT infrastructure for integration using a selfreport questionnaire adapted from the Teachers Attitude towards Computers Scale (Gattiker & Hlavka, 1992), the Teachers Computer Anxiety Scale (Barbeite & Weiss, 2004) and selfconcept instrument developed by Cambra and Silvestre (2003). The study findings revealed that though almost all the teachers had some basic training in ICT, they reported very low levels of utilisation of computers in classroom teaching. Further, it was observed that while teachers’ qualification and computer attitude were significant predictors of the extent of their integration of computers into classroom practice (p<0.05), their self-concept and computer anxiety were insignificant predictors (p>0.05). Lastly, the study established that teachers’ qualification and computer anxiety had a positive influence on extent of integration though attitude towards computer and self-concept had a negative influence. It is recommended that school administrators and Ministry of Education officers enhance supervision of the integration process to ensure that the ICT infrastructure already in schools are adequately utilised. Key words: ICT Infrastructure, Computer Integration, Self – Concept
Physics classroom discourse favors boys more than girls: a myth or reality?
(2015-07) Wambua, Joseph M.; Twoli, N. W.; Maundu, J. N.
Mode of instruction used in teaching is key to the understanding of the concepts and skills to be learned. Instruction in classrooms is controlled to a larger extend by the interaction patterns involving teachers, learners and resources. Some interaction patterns seem to promote learning especially science subjects. In Kenya, enrolment and performance of girls in Physics has been comparatively low for a long period of time when compared to their male counterparts. This concern was one of the objectives that prompted a study on interactions in Physics lessons with the aim of determining the common patterns that can aid in drawing possible inferences on the effects of instruction in Physics. The study was descriptive in nature and five schools in Matungulu district (Kenya) were used. The main instrument was modified Flanders’ Interaction Analysis Categories (FIAC) that was used in Physics lessons. Data was analyzed using ratios, percentages and chi-square. It was observed that there exists a significant difference in the teachers’ verbal behavior patterns in the boys’ and girls’ schools. Teachers in girls’ schools used patterns related to ‘direct’ methods that created autocratic climate in class and hence limited participation in girls during lessons. On the other hand, patterns in the boys’ schools related to ‘indirect’ methods which encouraged boys to ask questions and interact with resources more, thus creating a more democratic learning climate. It is therefore important for teachers to give equal attention during classroom discourse in Physics to both boys and girls.
Perspectives on tutors’ preparedness and adoption of ICT in Public Teacher Training Colleges in Kenya
(2015-07) Omariba, Alice; Ondigi, S. R.; Ayot, Henry O.
This study was concerned with perspectives on tutors’ preparedness and adoption of ICTs in public teacher training colleges. The rationale was based on the view that properly designed, learning materials inspired by integration of ICT and delivered by technology add value to a teaching environment on which contact hours are limited. The curriculum needs academic standards and the development of digital age skill for the 21st century learners if vision 2030 and beyond education goals have to be realized. The study findings revealed that preparedness on integration of ICT was at an infant stage. Adoption on integration of ICT by tutors into their instructional process was not significantly related to their years of teaching experience, there was no significant relationship between the tutors’ attitude towards integrating ICT and tutors faced several challenges in an attempt to integrate ICTs into the curriculum. Keywords: Preparedness, Integration, Adoption, Information Communication Technologies
Opportunities and challenges: integration of ICT in teaching and learning Mathematics in secondary schools, Nairobi, Kenya
(2015-07) Amuko, Sheila; Miheso-O’Connor, Marguerite; Ndeuthi, Sophie
This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics. Keywords: ICT, School and Teacher Challenges, Teaching and Learning Mathematics.

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