L'intégration Des Tic Dans L'enseignement Du Français Dans Les Écoles Secondaires Publiques Et Privées À Nairobi, Kenya
Tolo, Florence Atieno
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The potential benefit of ICT integration in teaching and learning in schools have been widely discussed in the academic literature worldwide. In recent years in Kenya, there has been an increased progress towards the integration of ICT in teaching and learning in secondary school education. The Government of Kenya has further put in place many initiatives to enhance the same. However, studies show that ICT has not been fully adopted in teaching and learning in most secondary schools. Many researchers argue that unless we address the teacher factors that largely influences the integration of ICT in schools the installation of infrastructure will not automatically lead to integration of new technologies in classroom teaching. It is on this premise that this study was based to examine the state of the integration of ICT in teaching and learning French in Secondary schools in Nairobi County. Technology Acceptance Model (TAM) by Davies (1989) was used to guide the study. The study adopted a descriptive survey design. The target population was 60 French teachers and 60 Principals in secondary schools offering French in Nairobi County. The study employed simple random sampling technique to sample French teachers in the secondary schools. Purposive sampling technique was used to sample school Principals. The sample size was 78 respondents comprising of 47 French teachers and 18 School Principals. Questionnaires and interview schedules were used to collect data. Test re-test reliability was used for the reliability of the instruments using Cronbach’s Alpha coefficient test. Quantitative data was analyzed using descriptive analysis such as means and standard deviations. The qualitative data collected from the interviews was analyzed using content analysis technique and presented thematically. The findings revealed that French language teachers have a positive attitude towards ICT but lack adequate skills and knowledge to enable them integrate ICT fully in the curriculum. Teachers’ level of training was low with regard to advanced technologies. The study recommends advanced training for all teachers specifically to enhance their ICT knowledge and competence level. Training institutions should equip future teachers with relevant ICT skills for the effective integration of ICT in teaching & learning French. The Ministry of Education should provide all schools with adequate infrastructure including computer labs with wireless fidelity (Wi-Fi). Technical support should always be available on the ground in each school to help teachers solve complex computer problems that may arise. The study was conducted in only one county; a similar study could be carried out in other counties in Kenya.