“An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya
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Date
2012
Authors
Kiilu, Redempta
Muema, Elizabeth
Journal Title
Journal ISSN
Volume Title
Publisher
International Knowledge Sharing Platform
Abstract
Information and Communication Technology (ICT) has the potential to enhance access, quality, and
effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in
secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the
potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary
schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few
schools that have an ICT programme limit the number of candidates who take up the subject considering it a
specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and
Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital
for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming
an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be
effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan
children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is
equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
Description
A research article published in Journal of Education and Practice
Keywords
E-Learning, E-Readiness, Secondary school, Education, Infrastructure, Internet
Citation
Redempta, K., & Elizabeth, M. (2012). An e-learning approach to secondary school education: E-readiness implications in Kenya. Journal of Education and Practice [Online], 3(16).