Teachers’ Readiness in Integrating Information and Communication Technology in Teaching and Learning in Public Primary Schools in Gatanga Sub - County, Kenya.
Wambui, Wanjohi Jane
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Integration of Information and Communication Technology (ICT) is a critical factor in ensuring improved quality education. Despite the many benefits that are known to be brought by integrating ICT in teaching and learning, studies have shown that integration remains low especially in public primary schools. This research investigated teachers’ readiness in integrating ICT in teaching and learning in public primary schools in Gatanga Sub-County. The research was guided by the following objectives; to assess teachers’ level of training in ICT and integration of ICT in teaching and learning, to find out teachers’ extent of use of ICT and integration of ICT in teaching and learning and to determine the challenges teachers are facing in integrating ICT in teaching and learning in public primary schools in Gatanga Sub- County. Theoretically, the study was based on the “Technology Acceptance Model” (TAM). In this model, technology acceptability is determined by perceived usefulness and perceived ease of use. The study adopted descriptive survey design where all head teachers and all teachers in public primary schools in Gatanga Sub County formed the target population. The researcher used stratified random sampling to select categories of the schools, head teachers and teachers who participated in the study while simple random sampling was used to select a total sample of 110 respondents made up of both head teachers and teachers out of the total population of 1097 teachers. The study sample therefore comprised of 110 teachers where 8 were head teachers, and 102 were classroom teachers. Questionnaires, interview guides, and observation checklist were used to collect data. Piloting of the study was done in two schools which were not included in the actual study. Piloting ensured that study instruments were reliable for the main study. Quantitative data was analyzed using descriptive statistics with the help of Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed thematically in line with study objectives. Tables and graphs presented results of the study. From the study, the researcher concluded that teachers in Gatanga Sub County were not ready to roll out the government’s policy on integration of ICT in teaching and learning. Several factors emerged as having an influence in the readiness of teachers in integrating ICT in teaching and learning as follows; lack of proper training in ICT, low extent of use of ICT in teaching and learning and various challenges facing teachers in integrating ICT in teaching and learning. The researcher recommends the following; the government should enable teachers to access proper training in ICT and specifically peg the training with integration of ICT in teaching and learning, the government should equip schools with relevant ICT equipment to increase extent of use of ICTs in teaching and learning and at the same time assist teachers and schools to overcome challenges affecting integration of ICT in teaching and learning. The study findings are significant as they are expected to enable curriculum developers, makers of educational policies and other education stakeholders to make practical decisions on implementation of integration of ICT in teaching and learning and at the same time form a base for other studies.