Teachers’ Information Communication Technology Competence in Classroom Instruction in Day Secondary Schools in Murang’a County, Kenya
Gikonyo, Kimotho Gibson
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Kenya started taking the path to ICT policies in the 2000s; educators should be on the forefront to implement the curriculum in schools and other learning institutions whose competence and attitudes on ICT influence learners‟ interests to bring a desired output and uplift the status of education in Kenya. Computers are now available in teacher training colleges, In spite of this development in teacher colleges little attention is given to equip the teachers to be with this knowledge yet they should be on the forefront to implement the curriculum in schools and other learning institutions. Their competence and attitudes on ICT will influence learners‟ interests to bring a desired output and uplift the status of education in the republic. Limited ICT use to facilitate learning in classroom is a trend that has elicited worries from researchers and experts in education. To address this problem, this study was aimed at establishing the competence of teachers to the use of ICT in classroom instruction in day secondary schools in Kahuro Sub-county. The specific objectives of the study comprised: To find out teachers‟ ICT competence in classroom instruction, to establish teachers‟ attitudes and perception towards ICT use in classroom instruction, to find out how ICT is used in day secondary schools and find out the challenges hindering the use of ICT in classroom instruction. The study adopted a descriptive survey design to assess teachers‟ ICT competence to adopt ICT in classroom instruction to provide quality education and make learning to be more learner-centred. The population for the study comprised all 423 teachers in18 day secondary schools in Kahuro Sub-county. The study targeted the headteachers, heads of departments and teachers drawn from the main departments which include Sciences, Languages, Technical subjects and humanities. Stratified sampling technique was used to group the schools according to divisions i.e. Wangu, Mugoiri and Murarandia Divisions. From each school, simple random sampling was used to select one headteacher, four HoDs and seven teachers. A total of 140 respondents from 12 schools were sampled for the study (this constituted 12 principals, 48 heads of departments and 80 teachers). Data for this research were collected using questionnaires and interview schedules and later analyzed by the use of SPSS. Descriptive statistics such as frequencies and percentages were used to describe the data. Tables and graphs were used for the purpose of presentations. The study established that ICT was used in the following way; typing of notes and examination, analyses of exam results. However, the study found that ICT was rarely used in classroom instruction despite the fact that most teachers had some basic knowledge in computers. The study found that 30% of the schools had invested in ICT resources though to a very low extent. The available facilities were only limited to use in management because they were inadequate to be shared by teachers as they teach. In addition, theft cases and inadequate funding were mentioned as factors hindering the availability of the ICT. The study recommended that the government should help to lay out ICT infrastructure in schools to facilitate the use of ICT in classroom instruction.