Teachers' information and communication technologies competency, accesses to facilities and integration in instruction in public secondary school, Kieni East district, Nyeri county, Kenya

Abstract

Information and communication technology is a critical factor in ensuring efficiency, equity and quality in education. Despite its potential benefits, lCT integration in instruction and learning processes remains low in most public secondary schools. Low usage of leT in education has been attributed to lack of adequate facilities and skills to utilize the facilities. The study intended to investigate the levels of lCT competency and access to lCT facilities among teachers in Kieni East district in Nyeri County and how they affect integration of lCT in instruction. The study identified four objectives namely: To establish the accessibility of lCT facilities by teachers in public secondary schools in Kieni East district; Assess the lCT literacy level of public secondary schools teachers in the district; Assess the extent of lCT integration in the teaching and learning process in the district;ldentify the ICT training and support needed by public secondary schools teachers in the District. To achieve the objectives the study was guided by four research questions namely: How well equipped are the public secondary schools with lCT facilities in the district? What are the challenges facing schools in their effort to acquire and maintain lCT facilities? What are the levels of teachers' lCT competency? To what extent are teachers utilizing ICT tools in schools? What are the lCT training and support needs for teachers? Theoretically the study was based on the Technology Acceptance Model (TAM). In this model, the acceptability of information system is determined by perceived usefulness, perceived ease of use and external factors such as lCT policies. The research methodology was a survey design which involved collection of data through a self administered questionnaire. Independent variables were teachers' accessibility to lCT facilities and their lCT literacy level while extent of ICT use in the teaching process was the dependent variable. The target population was 232 teachers in the District from which a sample of 145 teachers was drawn using Stratified random sampling technique. SPSS was used for data analysis where frequencies and percentages were computed. Pearson's correlation coefficients were computed to establish the relation of the variables. The findings of the study includes: Teachers in Kieni East have basic computer skills inadequate to enable them integrate information technology in instruction; Schools in the district have only basic computer hardware but lack critical components such as projectors that may enable integration; and access and competency was found to have a strong correlation to information communication technology integration in instruction by teachers. The study recommends an information technology policy both at national and school policies to enable acquisition and use of ICT in instruction.