Integration of information communication and technology in teaching English in secondary schools of Kirinyaga East, Kirinyaga County, Kenya

Abstract

Being the official medium of instruction in institutions of learning, English language proficiency is pivotal to successful undertaking of professional courses pursued in tertiary colleges and universities. When dismally performed in Kenya Certificate of Secondary Examination (KCSE), it heralds to major concerns. This has been the predicament in Kirinyaga East secondary schools year in year out. The title of this study is “Integration of Information Communication and Technology in teaching English in secondary schools of Kirinyaga East, Kirinyaga County, Kenya”. The purpose of this research was to establish its use in relation to teaching. The objectives of the study were to find out English language teachers’ preparedness in using ICT; investigate ICT integration by teachers; establish the accessibility of available ICT facilities to English language teachers and students, establish usefulness of ICT integration on teachers and learners, and find out ICT technicians’ role in teaching. The significance of this study was to equip instructors and learners with requisite information on how to use available ICT facilities to acquire apt proficiency in reading, writing, listening and speaking English; improve pedagogic skills in line with modern technology of teaching; indicating how English content information from the internet can be accessible; enable curricula developers update syllabi to reflect current instructional methods; and aid teacher trainers in preparation of student-teachers adequately on how to integrate ICT skills and facilities. Theoretical framework involved Constructivism while the conceptual one adopted Elearning Acceptance Model (E-LAM) for teaching and learning. A pilot study was conducted in one school outside the main study sample to establish the feasibility, suitability, validity and reliability of research instruments. Random and purposive sampling procedures were used to obtain 11 schools, 11 school Principals, 19 teachers, and 600 students. Research instruments were questionnaires for Principals, teachers and students, an interview schedule for teachers, and classroom observation checklist. Quantitative and qualitative data analyses were conducted. The Statistical Package for Social Sciences (SPSS) version 16.0 was used to analyze coded data. Research findings showed the majority of teachers were prepared to use and operate ICT facilities; many computers were not installed with educational software for teaching English; majority teachers rarely integrated ICT; some ICT facilities were inaccessible to both teachers and students; tutors and learners appreciated ICT integration but many schools do not have ICT technical support staff. The study concluded that although teachers were prepared and competent to use ICT facilities, lack of appropriate software, inaccessibility of ICT facilities and shortage of ICT technicians have gravely hindered dissemination of skills. Research results were presented descriptively as well as in basic statistics namely frequency counts, percentages and means. The study recommended teachers to be attending ICT workshops, appropriate English language software to be installed in computers, easy accessibility to computers for teachers and students, recruitment of ICT experts for schools, and encouragement of instructors and learners to use their smart phones to access information on English from the internet.