AN ASSESSMENT OF PUBLIC SECONDARY SCHOOL TEACHERS
PREPAREDNESS IN INTEGRATING ICT FOR INSTRUCTION: A CASE OF
RUIRU DIVISION, THIKA DISTRICT
BY
MIGWI CATHERINE NJERI
E55/10504/06
RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENT FOR THE DEGREE OF MASTER OF
EDUCAnON, DEPARTMENT OF EDUCATION MANAGEMENT,
POLICY AND CURRICULUM STUDIES, KENY ATTA UNIVERSITY
2009
till. I!l •••••••.• 1f.iIIPf
DECLARATION
This research project is my original work and has not been submitted in any other
university.
Signed aQ ~ _
Migwi Catherine Njti(E5S/10504/2006)
Date~
This research project has been submitted with our approval as the University
Supervisors.
Signed ~~~~_~~--------
Dr. Norbert Ogum Ogeta
Lecturer
Department of Education Management,
Policy and Curriculum Studies,
Kenyatta University
Signed ~.:_ .._,.1\)_~---+--,~ _
Mr. D. M Wesonga
Lecturer
Department of Education Management,
Policy and Curriculum Studies,
Kenyatta University
Date----'-----1--
Date
DEDICATION
This research work is dedicated to my husband Kibe Macharia and our children Ruth
Nyawira and Victor Macharia
ii
ACKNOWLEDGEMENTS
This research work has been made possible due to the support given by several people.
First, I am grateful to my supervisors Dr Norbert Ogeta and Mr. Daniel Wesonga for their
outstanding guidance and encouragement throughout this work. In addition I would like
to thank both Dr Wycliffe Otieno and Mr. Gatimu Kiranga who made indispensable
contribution towards this work.
Special thanks go to my husband Kibe Macharia who supported me whole heartedly
through out the duration of the study. Iam also greatly indebted to my friends Alice Njeri
for sharing with me information on how to get a study leave and Beth Wambugu who
constantly read my work and gave me directions for the way forward despite her tight
schedule.
I owe many thanks to my course mates Grace, Purity, Nancy and George. You were
always there for me in many special ways. Ithank my prayer partner Damaris Chuchu for
upholding me in prayers even when Iseemed to have reached the end of the road.
Finally, Iam greatly humbled as Igive thanks to the Almighty God in whom all things are
possible.
iii
TABLE OF CONTENTS
DECLARATION ; i
DEDICATION ii
ACKNOWLEDGEMENTS iii
LIST OF FIGURES viii
LIST OF TABLES ix
ACRONYMS AND ABBREVIATIONS x
ABSTRACT xi
CHAPTER ONE: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 4
1.4 Objectives of the Study 5
1.5 Research Questions 5
1.6 Significance of the Study 5
1.7 Assumptions of the Study ~ 6
1.8 Delimitation of the Study 7
1.9 Limitations of the Study 7
1.10 Theoretical Framework 7
1.11 Conceptual Framework 9
1.12 Operational Definition of Terms 10
CHAPTER TWO: REVIEW OF RELATED LITERATURE 13
2.1 Introduction 13
2.2 Use ofICT in Education in the Developed Countries 13
2.3 Recent Studies on ICT and Education in Developed Countries 15
IV
·-
2.4 Teachers Preparedness for Adoption oflCT in Education in Asia 17
2.5 ICT Use in Africa and Teachers Preparedness for Adoption 21
2.6 Use oflCT in Education in Kenya 26
2.7 Summary 31
CHAPTER THREE: RESEARCH METHODOLOGY 32
3.1 Introduction 32
3.2 Research Design 32
3.3 Location of the Study 33
/
3.4 Target Population : 33
3.5 Sample and Sampling Procedures 33
3.6 Research Instruments 34
3.6.1 Questionnaires 35
3.6.2 Interview Schedules : 36
3.7 Pilot Study 37
3.8 Validity and Reliability ofthe Instruments 37
3.8.1 Validity 37
3.8 .2 Reliability 38
3.9 Data Collection Procedure 39
3.10 Data Analysis 39
CHAPTER FOUR: FINDINGS AND DISCUSSIONS 40
4.1 Introduction 40
4.2 Background Information 40
4.2.1 Sex of the Respondents 40
4.2.2 Education Level 41
4.2.3 Teaching Experience 42
v
4.2.4 Subject Taught 42
4.2.5 Teaching Workload 43
4.3 State ofInfrastructure Necessary for Teachers to Successfully Integrate ICT in
Schools 44
4.3 .1 Available Infrastructural Facilities for ICT Integration in the Schools 44
4.3.2 Ratio of Students to Computers 45
4.4 Attitudes of Teachers towards Use ofICT for Instruction 46
4.4.1 Use of Computers by the Respondents 46
4.4.2 Attitudes of Teachers Towards Use oflCT for Instruction 47
4.5 Teachers' Preparedness to Effectively Integrate ICT for Learning 48
4.5.1 Computer Training 48
4.5.2 Place of Training 49
4.5.3 Level of Training 50
4.5.4 Specific Training on Use of Computers for Instruction 51
4.5.5 Secondary Schools Preparedness to Integrate Computers for Instruction 51
4.5.6 Challenges Faced in Integration ofICT for Instruction 52
4.6 Discussions of Findings 54
4.6.1 State of Infrastructure Necessary for Teachers to Successfully Integrate ICT in
Schools 54
4.6.2 The Attitudes of Teachers Towards Use ofICT for Instruction 55
4.6.3 Teachers' Preparedness in Terms ofICT Literacy to Effectively Integrate ICT for
learning 56
4.6.4 Challenges Faced in Integration ofICT for Instruction 57
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 59
5.1 Introduction 59
vi
5.2 Summary : 59
5.3 Conclusions 61
5.4 Recommendations 61
5.5 Recommendations for Further Research 62
BIBLIOGRAPHY 63
APPENDICES 68
APPENDIX A: Principal's Questionnaire 68
APPENDIX B: Teacher's Questionnaire 74
APPENDIX C: Deo's Interview Schedule 79
APPENDIX D: ICT Officer Interview Schedule 80
APPENDIX E: Study Permit and Research Authorization Letter 81
vii
LIST OF FIGURES
Figure 1.1: Conceptual Framework 10
Figure 4.1: Gender of the Respondents 41
Figure 4.2: Education Level of the Respondents 41
Figure 4.3: Teaching experience 42
Figure 4.4: Subjects Taught by the Respondents 43
Figure 4.5: Teaching Workload 44
Figure 4.6: Ratios of Students to Computers 45
Figure 4.7: Use of Computers by the Respondents 46
Figure 4.8: Attitudes of Teachers towards Use ofICT for Instruction .47
Figure 4.9: Respondents Computer Training 49
Figure 4.10: Place of Training 50
Figure 4.11: Level of Training 50
Figure 4.12: Respondents Specifically Trained on Use of Computers for Instruction 51
Figure 4.13: Views on Secondary Schools Preparedness to Integrate Computers for
Instruction 52
Figure 4.14: Challenges Faced in Integration ofICT for Instruction 53
viii
LIST OF TABLES
Table 2.1: Percentage of USA Public Schools With Internet Access by 1998 15
Table 2.2: Computer Penetration Ratios in Schools in Selected African Countries 22
Table 3.1: Distribution of Schools to be Sampled and the Respondents in the Study 34
Table 4.1: Available Infrastructural facilities for ICT Integration in the Schools 45
IX
DEO
EFA
GoK
IAEE
ICT
IT
KESSP
MDGs
MoE
NEPAD
NGOs
NSF
OECD
PPP
PTC
SITES
SPSS
TTA
UNDP
UNESCO
USA
USAID
ACRONYMS AND ABBREVIATIONS
District Education Officer
Education for All
Government of Kenya
International Association for the Evaluation of Education
Information Communication Technology
Information Technology
Kenya Education Sector Support Program
Millennium Development Goals
Ministry of Education
New Partnership for African Development
Non-Governmental Organizations
National Science Foundation
Organization of Economic Co-operation and Development
Public-Private Partnerships
Primary Teachers colleges
Second Information Technology in Education Study
Statistical Package for Social Sciences
Teacher Training Agency
United Nations Development Programme
United Nation Educational Science and Cultural Organisation
United States of America
United States Agency for International Development
x
ABSTRACT
The purpose of this study was to assess the preparedness of secondary schools teachers in
Ruiru Division of Thika District to integrate ICT for instruction. The objectives of the
study included, i) determining the state of infrastructure necessary for teachers to
successfully integrate ICT in schools, "ii) finding out the attitudes of teachers towards use
of ICT for instruction, and iii) determining teachers' preparedness in terms of ICT literacy
to effectively integrate ICT for learning, iv) to find out the challenges faced by secondary
school teachers in the integration of ICT for instruction. The literature reviewed covered
the use of ICT in developed countries, strides made by developing countries, and finally
status of ICT in education in Kenya was examined. The study was conducted using
descriptive survey research design. The target population was 27 head teachers and 300
teachers. Twelve schools which were 44% of the target population were selected using
proportionate sampling. Simple random sampling was used to select 5 teachers from each
school giving a total of 60 teachers. All the 12 head teachers from the schools selected
participated in the study. Two officials from the DEO's office were selected using
purposive sampling. Data was collected using questionnaires and key informant
interview. Quantitive data was analysed using the statistical package for social sciences
and tabulated into frequencies, ratios, tables, and percentages. Qualitative data was
anaJysed by organizing it into themes, and according to the research questions and
objectives. Findings indicated that 61% of the schools studied were connected to
electricity, while 39% had no electricity. However computer laboratories were only
available in 52% of the schools. Only 18% of the schools had computers purposely
reserved for teachers' use. A mere nine percent of the respondents have had training on
the use of computers for instruction. The remaining 91% had never received such training
but were interested in learning how to use computers for instruction. 84% of the
respondents reported that they thought schools were not ready to integrate ICT for
instruction, citing the major reason as lack ofteacher training in ICT. Challenges faced by
secondary school teachers in integration of ICT for instruction included insufficient
teacher training and lack of teachers' awareness on the need for Integrating leT in
learning. The study concluded that teachers in the district were ill prepared for integration
of ICT for instruction and learning. Recommendations were on increasing access to
computers and supportive infrastructure, as well-as intensifying teachers training on ICT.
Xl
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
Education is at the core of the knowledge economy and learning society. Improved
secondary education is fundamental to the creation of effective human capital in any
country. There is a general consensus that modem information and communication
technologies are transforming various aspects of human activity, particularly the art
of teaching and learning World Bank (2004). Currently, there is an extraordinary.interest in ICT throughout the world. Countries are carrying out surveys, policy
studies, programmes and projects to help exploit ICT for social and economic
benefit and to maintain competitive position to avoid suffering the widening of the
digital gap between the electronic "haves" and the electronic "have-nots".
The global adoption of ICT in education is premised on the belief that the new
technological tools will revolutionize an outmoded educational system, better
prepare students for the information age, and/or accelerate national development
efforts as well as increase cost effectiveness of education programmes, facilitate
globalization and above all improve the quality of education Ngare (2007).
However, introduction of ICT in teaching and learning requires a well prepared
teaching staff and well-developed information infrastructure currently lacking in the
developing countries. Cullen (2003) observes that the situation of computer use in
education in developed ountries is different from that in developing countries and
notes that this is due to funds extended to the training institutions by their
governments and society. In Britain for instance, Fountain (2001) states that by the
school year 1983/84, every secondary school had personal computers for direct use
by the students. In addition, every college and university provided basic education
in computer technology not mentioning mathematical and technical faculties
teaching professional knowledge.
In developed countries, ICT is now at the centre of education reform efforts that
involve its use in coordination with changes in curriculum, teacher training,
pedagogy, and assessment. Countries such as Singapore, Chile, the United States,
United Kingdom, and Norway have taken the position that the integration of ICT
into classrooms and curricula can improve educational systems and prepare students
for the 21st century learning society. Similarly, multinational organizations, such as
the Organization for Economic Cooperation and Development (OECD, 1999) the
European Commission (2000), and the 08 nations (2000) have identified the need to
prepare students for lifelong learning in the knowledge economy and they assign a
central role to ICT in accomplishing this goal.
As the positive effects of ICT have continually been noted in developed countries, it
has become critically important for developing countries of Africa to embrace new
technology. Butcher (2003) observes that there is a scarcity of data on the state of
ICT infrastructure for schools in Africa. However, a number of studies in African
countries exist. In a study, Lundell & Howell (2000) found out that South African
schools faced a number of challenges that prevent them from using computers for
teaching and learning. These are insufficient funds; insufficient numbers of
computers; lack of computer literacy among teachers; lack of subject teachers trained
to integrate computers into learning areas; and the absence of properly developed
curricula for teaching computer skills.
2
Makau (1988), in a review of literature on ICT notes that Uganda has already
adopted and integrated ICT into professional development program for primary
school teachers. Through governmental agencies, USAID Uganda has been able to
set up multimedia training laboratories in Kampala which enhances the curriculum
with ICT by developing, testing and distributing online multimedia training modules
for teachers and tutors. These teachers in turn train current and future teachers at the
participating Primary Teachers Colleges (PTCs).
In Kenya, the government in May 2007 indicated her commitment to the
introduction of ICT in schools. The education minister stated that Kenya was
making major strides towards realizing e-Iearning, adding that the method is cheap
and requires less manpower Ngare, (2007). The ministry has embarked on an
ambitious programme to connect all primary and secondary schools to the internet in
10years. Kenya is among 16 countries selected to benefit from the first phase of the
e-initiative by the New Partnership for Africa's Development (NEPAD). Six schools
have benefited from a pilot programme officially launched on September 2005.
Barasa, (2005). The programme is to provide knowledge and experience by
implementing information communication technologies (ICT) in schools across
Africa that will inform the model for a large-scale rollout. Consequently, the
government entered into an agreement with Microsoft to supply computers to the
schools.
Teacher training is one essential requirement for successful use of ICT in education
(Haddad and Draxler, 2002). In addition, many of those schools that do have
computers still do not have access-to the Internet. Further, the costs of Internet
3
access can be prohibitively high for many schools, both in Kenya and elsewhere.
Among pertinent aspects which would determine whether teachers are prepared
include the existing government's leT policy which influences the extent to which
the government channels resources and support to school and availability of the leT
infrastructure. Others include availability of infrastructural facilities such as
computers, electricity, and internet connectivity and teacher's skills and attitudes
towards use of computers for instruction.
1.2 Statement of the Problem
Despite the overwhelming emphasis that has been laid towards the importance of
K'T in education in the world and in Kenya and subsequent efforts to increase
adoption of leT in secondary schools, it is not clear whether Kenyan secondary
schools teachers are prepared to integrate computers for instruction. From the
background it is clear that integrating leT in teaching and learning is very important
to improve the quality of learning. It is therefore necessary for teachers to be well
prepared for this exercise. This study therefore set out to assess the preparedness of
public secondary school teachers in the integration of leT in learning, in Ruiru
Division, Thika District
1.3 Purpose of the Study
The purpose of this study was to assess the preparedness of public secondary schools
teachers in Ruiru Division ofThika District to integrate computers for instruction.
4
1.4 Objectives of the Study
The objectives of the study were to:
i) Determine the availability of ICT facilities required by secondary school
teachers in Ruiru division to successfully integrate ICT for instruction in
schools
ii) Find out the attitudes of secondary school teachers in Ruiru division towards
use ofICT for instruction.
iii) Find out the status of ICT literacy. among the secondary school teachers in
Ruiru division
iv) Find out the challenges faced by secondary school teachers in the integration of
ICT for learning in Ruiru division
1.5 Research Questions
i) What ICT facilities are available for teaching and learning?
ii) What is the attitude of secondary school teachers in Ruiru Division towards
use of computers for instruction?
iii) What level ofICT literacy do the secondary school teachers in Ruiru division
have?
iv) What are the challenges' experienced by secondary school teachers In
Ruiru division in integrating lei forT~;rning?
1.6 Significance of the Study
The study is significant in that:
i. It may yield significant empirical data and information on the preparedness
of secondary schools teachers to use computers for teaching and learning.
5I
11. The study findings could aid policy makers, especially the Ministry of
Education (MoE) and the Kenya Institute of Education, to develop strategies
to prepare teachers effectively for integration of computers for instruction in
secondary education.
iii. The study may assist teacher training colleges and Universities with data that
could be utilized to, offer appropriate teaching for student-teachers and
provide strategies relevant to the integration of ICT for instruction in
schools.
iv. In matters of scholarship, the study may add to the body of knowledge in the
area of e-Ieaming by contributing literature on teacher's preparedness to use
computers in secondary education.
1.7 Assumptions of the Study
The study was based on the following assumptions:
(i) That the commitment of the government to the introduction of e-Iearning in
secondary schools was well guided by and complemented the national policy as
envisioned in vision 2030 of making Kenya a middle income country.
(ii) That teachers on their own had been making efforts at ICT literacy independent
of Government initiatives.
(iii) That though the study was to be done in Ruiru, its findings would closely mirror
other regions in Kenya with similar socio-economic and infrastructure
characteristics.
6
1.8 Delimitation of the Study
The study focused on the preparedness of secondary schools teachers to integrate
computers for teaching and learning, in Ruiru Division of Thika District. Its focus
was on public secondary schools only. The areas of preparedness looked into
included infrastructure, such as computers, electricity and internet connectivity;
teacher preparedness in terms of training; and attitude of teachers towards use of
computers for instruction. Though ICT covers a wide range of devices the study
mainly concentrated on the computers as a tool for teaching and learning.
1.9 Limitations of the Study
It was not possible to include all the stakeholders in the development of ICT in
secondary schools as this would have required considerable time, resources and
other logistics.
1.10Tbeoretical Framework :
The study was based on social cognitive theory as advanced by Bandura (1986,
1997). This theory states that behaviour, cognition, and context (or environment)
interact with each other to form a reciprocal relationship. The theory argues that the
relationship between these three factors provide the best path to understanding
behavior. Behaviour in particular is determined by the levels of self-efficacy which
is a person's perceptions of her/his competence in a nominated area. Self-efficacy
has been defined as a concept relating to a person's self-perceived belief in her/his
ability to carry out actions that will achieve designated goals (Bandura 1986, 1997;
Pintrich and Schunk 1996). Self-efficacy is based on beliefs about what a person
can accomplish with the skills and knowledge she/he already possess. Since self-
7
efficacy is said to be situation-specific, it is likely that a person will exhibit different
levels of self-efficacy in different domains.
Bandura assumes that the acquisition of self efficacy beliefs will be facilitated by
four factors: (1) the successful completion of a task (inactive experience or mastery),
(2) observation of a successful model (vicarious experience), (3) verbal persuasion
and (4) emotional or affective state.
In his study of pre-service teachers Kellenberger (1996) reports that belief about
success with computers in the past has some influence on perceived computer self-
efficacy. However, the results of his study suggest that past achievement might not
influence self-efficacy as much as the level of value a student teacher places on
computers in an educational context. Other research has found strong links between
self-efficacy and later competence or achievement (Pintrich and Schunk 1996;
Bandura 1986).
With the increase of the use of computers at all levels of education, researchers
have become interested in links between beliefs about personal ability to perform
educational computer tasks and subsequent learning about, and use of, computers.
Self-efficacy appears to be an important indicator of whether an individual will
teach with computers at a later stage. Ropp (1999) notes that while many teachers
have positive attitudes to the use of educational technologies, they do not necessarily
believe in their own ability to use technology in a classroom with students. Delcourt
and Kinzie (1993) reported that learning about computers is aided by high levels of
self-efficacy and a positive attitude.
From this theory, it is clear that self-efficacy beliefs are an important, and
measurable, component of the beliefs that influence technology integration.
8
Decisions made by teachers about the use of computers in their classrooms are likely
to be influenced by multiple factors including the accessibility of hardware and
relevant software, the nature of the curriculum, personal capabilities and constraints
such as time. In addition, there is substantial evidence to suggest that, teachers'
beliefs in their capacity to work effectively with technology, is a significant factor in
determining patterns of classroom computer use. These determinant factors
constitute the variables in conceptual framework and which the study investigated in
order to fulfill its objectives.
1.11 Conceptual Framework
The conceptual framework (figure 1) is derived from the theoretical framework
discussed earlier and groups the factors determining integration of computers in
learning into three categories. These include policy support factors, teacher
attributes and infrastructural support. The conceptual framework shows how leT
policy support, computer infrastructure, and personnel work to influence effective
integration of computers for teaching and learning in secondary schools. The
government's leT policy influences the extent to which the government channels
resources to leT infrastructure and teacher training. This include a clear and well
targeted policy which details intervention measures and government support for
school in aspects such as resources and skills.
9
Figure 1.1: Conceptual Framework
Policy Support
- National ICT policy
- Government support to
schools
Infrastrudural Support
- Computers
Electricity
Finances
Internet connectivity
Computer Labs
Time
Teacher attributes
- Teacher training
- Attitudes toward use of
computers for teaching
Source: Researcher (2009)
Teachers prepared to
integrate ICT for teaching
and learning
Availability of infrastructure also determines teachers' preparedness to integrate ICT
for learning. This includes facilities such as computers, electricity, internet
connectivity and time as a resource which have a direct influence on teacher's
preparedness to integrate ICT for instruction. Personnel factors include teacher's
skills to use computers for instruction, and their attitudes towards use of computers
for instruction. These as observed in the theoretical framework influences teachers
self efficacy or believe in their ability to integrate computers for learning.
1.12 Operational Definition of Terms
Communication: Refers to the process through which information is relayed
from one point to another. E.g. through the internet
Computer hardware: Refers to the physical components of a computer system
e.g. monitor printer, mouse, and keyboard
10
Computer software: Refers to the programmes that contain data e.g. Microsoft
word, excel, access and power point
Digital divide:
E-Iearning:
Global:
Globalisation:
Refers to the uneven access to information through modem
processes such as the internet between the developed and
developing countries. This has led to the digital "haves"
and digital "have nots".
Refers to the use of computers in teaching and learning
with heavy use of the World Wide Web and other internet
enabled gadgets and resources.
Refers to the world wide standards of computers use as
compared to the local standards
The idea that the world is developing a single economy and
culture as a result of improved technology and
communication
Information Communication Technologies (ICT): The use of computer as a tool
for instruction and learning in schools. This will also include
teachers' capacity to use the computers and their attitudes
towards computers as a mode of instruction in schools.
Integration:
Preparedness:
Incorporation of computers as tool for teaching and
learning to the already existing methods of content
delivery
is defined as being "ready mentally or physically for leT
experience or action"
11
/
Stakeholders:
Technology:
Refers to individuals, groups or organisations with
a common interest in a course e.g. improving
computer literacy.
The development of human knowledge and ability
to manipulate and invent new devices and adapt it
for making life more convenient while saving time
and energy.
12
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter covers a review of literature related to the study. The chapter covers
the following:
a) Use ofICT in education in the developed countries
b) Recent studies on ICT in Education in developed Countries
c) Case studies of Teachers preparedness for adoption of ICT in education
in the Asian countries
d) ICT in education in Africa and Teachers Preparedness for Adoption
e) Status ofICT in education in Kenya
2.2 Use of ICT in Education in the Developed Countries
During the past decade there has been an exponential growth in the use of
Information and Communication Technology (lCT) which has made impacts both
on society and on our daily lives. It is thus not surprising to find increasing interest,
attention and investment being put into the use of ICT in education all over the
world. In addition to efforts to employ ICT to improve learning, the emergence of
the knowledge economy has also brought about a much greater emphasis on
education. A number of master-plans on ICT in education have been produced in
many countries (pelgrum and Anderson, 1999). Such plans reveal that educational
innovations in ICT have been increasingly embedded within a broader framework of
education reforms that aimed to develop students' capacities for self-learning,
problem solving, information seeking and analysis, and critical thinking, as well as
the ability to communicate, collaborate and learn, abilities that figured much less
importantly in previous school curricula.
13
In developed countries, the situation of computer use in education is different from
that in developing countries. Cullen (2003) suggests that this is due to funds
extended to the training institutions by their governments and society. In Britain for
instance, by the school year 1983/84, every secondary school had personal
computers for direct use by the students. In addition, every college and university
provided basic education in computer technology (not mentioning mathematical and
technical faculties teaching professional knowledge) (Fountain, 2001).
According to Malkin (1972), in USA, informatics had taken root in secondary
schools by the late 1960s. A survey by the American Institute of Research made for
the National Science Foundation (NSF) in 1970 showed that 12.9% of public high
schools were using computers in some way in their instructional program and 30%
were using computer for administrative purposes. In 1971, the University of Texas
Computer Sciences Department offered a special course specifically for teachers
entitled 'computer science for teachers' to cope up with the growing population of
secondary school and small college users of information technology.
The US Department of Education (1998) reports that by 1996, 91% of secondary
schools in USA were using computers, 62% were usmg advanced
telecommunications and 73% had integrated technology into school curriculum.
Most schools in USA have internet access and the percentage of public schools with
internet access has been on the rise, with secondary schools reporting the highest
internet access as depicted in Table 1.
14
Table 2.1: Percentage of USA Public Schools With Internet Access by 1998
School
characteristics 1994 (%) 1997 (%)~ 1998 (%)
Elementary 30 75 88
Secondary 49 89 94
Source: US Department of Education (1998)
Fountain (2001), reviewing literature from Guatemala, noted that there is a program
for institutional capacity in computer applications for Teachers Training Institutes.
The program is training teachers to use the computer laboratories and the education
staff to increase their effectiveness in using sofiwares, electronic mail and the
internet. In a study conducted in the U.S., it was shown that subsidies to schools for
Internet access (which ranged from 20-90% of costs depending on school
characteristics) led to 66% more classrooms with Internet (Goolsbee and Guryan,
2002).
2.3 Recent Studies on ICT and Education in Developed Countries
In the period 1998-99 the Second Information Technology in Education Study
(SITES), which is a project of the International Association for the Evaluation of
Educational Achievement (IAEEA) conducted a study that involved schools in 26
countries from Europe, North America, and Asia Pacific (Pelgrum and Anderson,
1999). The study was a survey of principals and technology coordinators that
addressed leT issues related to curriculum, infrastructure, staff development,
innovative pedagogical practices, and management and organization. The findings
document a significant increase between 1995 and 1998 in the number of computers
in schools, although there are also significant differences between countries. For
15
example, Norway moved from approximately 55 students per computer in 1995 to
approximately 9 students per computer in 1998. The ratio in China Hong Kong was
39:1 in 1995 and 21:1 in 1998. And Hungary decreased its ratio of 41 students to
every computer to a 23: 1 ratio.
Similarly, Pelgrum and Anderson (1999) noted that large numbers of schools in
many countries had access to the Internet. For example, approximately 85% of the
schools in Canada and Denmark had access to the Internet in 1999. About 78% of
the schools in Norway did, but only about 30% of the schools in China, Hong Kong
and Hungary had Internet access in 1999.
But more important than these findings was a finding about the number of schools
engaged in innovative pedagogical practices - what Pelgrum and Anderson (1999)
call an emerging new instructional paradigm. An indictor was constructed from
questions related to classroom pedagogy that measured the extent to which students
were actively involved in their own learning. A number of countries in Europe and
North America, such as Norway, Denmark, Hungary, and Canada, scored highly on
this indicator. Countries in Asia Pacific often scored low on this indicator and
higher on an indicator of traditional pedagogical practices. Also important was the
fact that the use of ICT was often involved in these innovative pedagogical
practices.
16
Another set of case studies was reported by Kozma et al.; (1999), emphasizing on
innovative pedagogical practice using technology. The studies show that-there are
•
instances of these innovative practices in many countries. Examples from these case
studies illustrate the kinds of changes that are occurring with the use of ICT. For
example in Norway, students in a lower secondary school are using the Internet to
collaborate with students in a school in the US to follow two women (one
Norwegian and one American) who are going across Antarctica on cross country
skis. The students communicate with the women and with weather and research
stations in the area to learn about the Antarctic continent. Another example given by
Kozma et al. (1999) is the Roots Project, which connects five rural primary schools
in Catalonia, Spain. Students in each school did a parallel research project about
their village: the history, monuments, village square, etc. They used word
processing, email, and digital photography to communicate with each other and
publish their reports on the Web in Catalan.
Kozma et al. (1999) also notes that groups of students in a Chilean primary school
were using email and the Internet to collaborate with senior citizens in Belgium on
projects related to topics such as tourism and current affairs. Students in each group
take on specific roles and responsibilities to produce displays, murals, and monthly
presentations to the whole school with the goal of developing their reading, writing,
oral expression, and social skills.
2.4 Teachers Preparedness for Adoption of leT in Education in Asia
In a study comparing Malaysia's approach to introducing ICT into schools with the
approaches taken by eight other countries, researchers found that Malaysia's
approach is radically different from the others (Frost and Sullivan, 2006). In
-Australia, Britain, Canada, Ireland, Japan, New Zealand, Singapore and the USA,
17
initiatives for incorporating ICT into education have tended to be instigated by
schools rather than by the national governments. The schools set the goals
themselves, with the governments providing funds. However, a common feature in
all cases was that teachers' preparedness to integrate ICT in schools was wanting.
The study report recommended further provision of training in teaching methods and
recommended that the teacher training curriculum should incorporate competence in
the use of specific ICT tools, competence in integrating ICT into subject teaching,
and competence in utilizing ICT for planning, preparing, teaching, assessing and
evaluating lessons.
Recognizing the need for improvements in the use of ICT in education and training,
the Philippines Government has enacted laws to foster the use of KT for widening
access to education, improving the quality of teaching and fostering the development
of lifelong learning skills (UNESCO, 2007). A national ICT programme for
teachers, the National ICT Competency Standard for Teachers was implemented in
all public high schools so that the majority of the teachers were able to satisfy the
requirements of the ICT standards by 2010. A major component was capacity
building. The objectives of the training programme were to:
• Explore the role oftoday's teacher and how it relates to use of technology in the
classroom.
18
• Orient the project participants on the project concept - its objectives, scope and
coverage, expected outputs and different project components.
• Discuss the pilot project, the roles of the participants, expectations, and support
network.
• Explore the lesson plans augmented with video material and review how they
were developed.
• Develop participants' competencies and skills in utilizing ICT tools and
conducting project activities.
• Plan for successful project integration.
In addition to the training programme, the teachers, school heads and other local
education officials were also given suggestions and advice on various aspects of the
programme integration during the regular school visits by the project monitors.
During the project, communication was encouraged between the teachers, school
heads and other stakeholders, through the project help desk, this communication
facility served as an avenue for continuing provision of advice and mentoring
activities ofthe project.
In Malaysia training teachers in computer skills and the incorporation of ICT into
lessons to improve students' achievement led to the development of an on-line
teacher training software which was designed using the United Kingdom's Teacher
Training Agency (ITA) specification, to equip teachers with ICT skills and with the
knowledge and understanding to make decisions about when and how to use ICT in
their teaching and to improve students' learning achievement. The teacher training
software incorporates tracking of learning and a self-assessment system, and also
maps the learning pathway for each teacher. Teachers are expected to complete the
training in nine to 12 months at their own pace. On successful completion, teachers
are awarded an internationally recognized certificate of competency.
19
The overall goal of China's compulsory education programme is to achieve
education for all (EFA) throughout China, including in all the rural regions, by the
end of 2007 (UNESCO, 2007). The nine-year compulsory education law has
provided the catalyst for the introduction of further changes within the Chinese
education system, namely the focus on integrating the use of ICT into schools.
Compulsory education and increasing enrolment rates across the country have meant
that the introduction of ICT into schools has consequently reached more students. In
order to change the textbook-based content delivery process, to employ ICT to help
students to get access to rich learning content, all classroom teachers, along with
school administrators and school technical coordinators received effective training in
the use of ICT in education. All classroom teachers were trained in four areas. Each
area of training has its own performance indicators:
1. Awareness and attitude
a) Awareness oftechnology's value
b) Self-Assessment
c) Concepts of lifelong learning
2. Knowledge and skills
a) Concepts
b) Skills
3. Integration and innovation
a) Designing and implementing technology-supported lessons and activities
b) Using technology to support teaching and management
c) Using technology to enhance research and professional development
d) Using technology to mediate collaboration and communication
20
4. Social responsibilities
use oftechnology in schools and apply that understanding in practice.
a) Understanding the social, ethical, legal, and human issues surrounding the
In Thailand an assessment of existing computer skills conducted under School Net
indicated that most teachers required intense training (UNESCO, 2007).
Throughout School Net, some level of competency has been established, but the
study results indicate that teachers were not yet confident in the use of technology
for their own productivity or in their teaching. It is important to emphasize,
however, that effective and appropriate integration of ICT into teaching and learning
required of teachers is the ability to make sound informative and pedagogic choices
requires more than just computer competency. Ultimately, the core competency
regarding the appropriate tools, social forms, methods, and activities that would
21
enable students to achieve the learning objective of a lesson or unit. Ad hoc training
does not meet best practices in education, it requires relevant, self-directed training
which integrates learners' immediate experiences and daily work challenges.
Similarly to what had been suggested for principals, future initiatives could couple
intensive trainings with school-based courses and ongoing support through online
training elements, where possible.
2.5 leT Use in Africa and Teachers Preparedness for Adoption
Despite the fact that great energies are being expended on lCT infrastructure
improvements across the world to bridge the digital divide, a certain measure of
economic development has been touted as a fairly good predictor of ICT usage in
homes and communities (Dutta, Lanvin, and Paua, 2004). Paliwala (2003) points out
that the root cause of the global digital divide is the lack of economic development..
Currently, no continent globally epitomizes and characterizes the low level of socio-
economic development more than Africa. This means that any efforts aimed at
bridging the digital divide must first and foremost uplift the socio-economic status
of the people of Africa. For example, the annual UNDP human development reports
have, year after year, documented the fact that on average each individual in sub-
Saharan Africa survives on less than US$1 daily.
The statistics presented below do provide some indication of the technological
context within which efforts to use K'T in education take place. Table 2.2 provides
an indication ofthe penetration of computers in selected African countries.
Table 2.2: Computer Penetration Ratios in Schools in Selected African Countries
Number of Schools with Percentage schools
Country schools computers with computers
Egypt 32,000 10,000 31.25
Ghana 35,000 500 1.43
Mozambique 7,000 20 0.29
Namibia 1,519 60 3.94
South Africa 28,798 5,000 17.36
Source: Butcher (2003)
Ofthe countries depicted, Egypt has the highest percentage of computers in schools,
at 31.25%. In Mozambique, only 20 schools currently have access to computers.
Across the continent, radio is the most widely available technology. In Ghana and
South Africa, the countries in which computers in schools data is available, it is
clear that only 1.43% and 17.36% of schools have access to a computer respectively.
22
Though physical access to computers is a fundamental starting point, this alone will
not lead to computer use or enhanced learning outcomes. Teacher training is one
essential requirement for successful use of ICT in education (Haddad and Draxler,
2002). Lundell and Howell (2000) note the following factors in the South African
context (but relevant generally too) that prevent schools from using computers for
teaching and learning:
• Insufficient funds;
• Insufficient numbers of computers;
• Lack of computer literacy among teachers;
• Lack of subject teachers trained to integrate computers into learning areas; and
• The absence of properly developed curricula for teaching computer skills.
In addition, many of those schools that do have computers still do not have access to
the Internet, which is an important requirement for supporting networking for
learners and teachers, as well as for collaborative learning (Butcher, 2003). The
Internet can provide a wealth of learning resources, access to which is, at present,
very limited for many African education institutions. In Ethiopia, for example, only
nine of the 12,000 primary schools had Internet access at the end of2001, and ten of
the 424 secondary schools (Jensen and Sarroco, 2002). Further, the costs of Internet
access can be prohibitively high for many schools, both in Africa and elsewhere.
According to Isaacs (2002), the main obstacles faced by African schools with
respect to Internet access specifically are:
• Lack of infrastructure and network infrastructure in particular;
• Hi'gh telephone and Internet costs;
• Limited expertise and ICT skills levels; and
23
• Lack of an enabling policy environment.
Given the constraints on widespread computer and Internet access, it is essential that
other technologies and resources, such as radio, television, and print media, should
not be seen as less important than computers and the Internet. These media will
continue to playa fundamental role in provision of educational resources to learners
(Butcher, 2003).
Most academic institutions in Africa suffer from fmancial difficulties which hamper
easy procurement of relevant leT and other support materials and resources for
students. For example according to Hadebe (2000), at the University of Zimbabwe
in 1999, the government subsidy for students was reduced by 50 per cent.
Farrell and Shafika (2007) conducted a survey on leT and Education in Africa. The
survey was condu~ted in 53 African countries. The survey concluded that the
process of adoption and diffusion of leT in education in Africa is in transition.
Farrell and Shafika (2007) further-noted that there appears to be the beginnings of a
marked shift from a decade of experimentation in the form of donor-supported,
NGO-Ied, small-scale, pilot projects towards a new phase of\systemic integration
informed by national government policies and multi-stakeholder-led Integration
processes. One of the primary features of this new phase is the priority that
governments are giving to policy development. All but a handful of countries
surveyed in Farrell and Shafika's (2007) study had a national leT policy either in
place or under development. While some of these national policies define goals and
Integration strategies for K'T in the education sector, nearly half the countries had
24
chosen to develop an ICT policy that is specific to the education sector. Thus the
new phase of ICT for education in Africa is occurring within national, and emerging
regional, policy frameworks that are providing the basis for partnerships and donor
participation. '-
Although the situation may appear bleak, senior leaders across the continent have
recognized many of the education issues highlighted above, and have committed
themselves to tackling them. The Sub-Saharan Africa Education for All Framework
for Action explicitly states that the participants (Education Ministers, representatives
of civil society, and international development agencies) 'recognize the necessity of
educational systems to provide all African people with the opportunity to acquire the
skills and knowledge essential for access and use of information and communication
technology'. However, questions are raised by some about the value of focusing on
ICT for education, given the many other and often-times competing needs in African
educational systems and societies more generally (LeIliott, Pendlebury, and Enslin,
2001). The importance of ICT for education in Africa therefore justifies further
consideration.
The School Net Africa study examined how African teachers are taught about ICT
during their teacher training and after, in their teaching practice. Their study
revealed that there is evidence of a number of teacher training initiatives involving
ICT at both pre-service and in-service levels in Africa. However, these initiatives
are mainly on a small scale, regional and fragmented with little sharing of
experience across national boundaries. . Findings from their research revealed that
there were no pre-service teacher training courses in computer integrated education
outside South Africa except the Connect-ED programme in Uganda. The study
25
further revealed that lack of training at pre-service level was closely related to lack
of experience and skills among teacher educators; lack of access to technology in
pre-service training institutions; lack of access to leT training content, that is,
modules and programmes suitable for teaching teachers to use leT; and lack of good
quality research and good examples documented and available to aid the
development of new pre-service training programmes or improve existing ones.
School Net Africa emphasized the need for resources and capabilities in leT
training in teacher education in African institutions.
However, as Baartman (2003) observes, training, knowledge and attitude toward
leT use is highly dependent on exposure to these technologies. Comparing the
Netherlands and Zimbabwe, he notes that although in the Netherlands basic
computer skills are seldom taught in formal classroom situation and computers are
considered as a tool to support other subjects and activities, tertiary level students
are already skilled and experienced users of computers. In Zimbabwe, however,
60% of first-year students of computer science have no basic computer skills
(Baartman, 2003).
26
The literature provided above shows the challenges and status of ICT Integration in
education in African countries like South Africa, Egypt and Mozambique.
2.6 Use of leT in Education in Kenya
Kenya has placed considerable emphasis on the importance of leT in its Education
Sector Support Programme (KESSP) as evidenced in the recent promulgation of the
National ICT Strategy for Education and Training. Kenya promulgated a National
ICT Policy in January 2006 that aims to "improve the livelihoods of Kenyans by
services" (National ICT Policy, 2006). The national policy has several sections,
ensuring the availability of accessible, efficient, reliable and affordable ICT
including information technology, broadcasting, telecommunications, and postal
services. However, it is the section on information technology that sets out the
objectives and strategies pertaining to ICT and education. The relevant objective in
this section states that the government will encourage" ... the use of ICT in schools,
improve the quality of teaching and learning." The related strategies, under the
colleges, universities and other educational institutions in the country so as to
heading "E-Leaming," are to:
• Promote the development of e-learning resources.
• Facilitate public-private partnerships to mobilize resources in order to support
e-Iearning initiatives
• Promote the development of an integrated e-Ieaming curriculum to support ICT
in education.
• Promote distance education and virtual institutions, particularly In higher
education and training
• Promote the establishment of a national ICT centre of excellence
• Provide affordable infrastructure to facilitate dissemination of knowledge and
skill through e-Iearning platforms
• Promote the development of content to address the educational needs of
primary, secondary, and tertiary institutions
• Create awareness of the opportunities offered by leT as an educational tool to
<,
the education sector
• Facilitate sharing of e-Iearning resources between institutions
27
• Exploit e-Iearning opportunities to offer Kenyan education programmes for
export
• Integrate e-Iearning resources with other existing resources
28
The Kenya Education Sector Support Program (MOE, 2005) features ICT as one of
the priority areas with the aim of mainstreaming ICT into the teaching and learning
process. The National ICT Policy embedded this intent as a national priority and
provided the impetus for the Ministry to develop its sector policy on ICT in
Education. The Ministry moved quickly and, in June 2006, introduced the National
ICT Strategy for Education and Training (MOE, 2006). This document, referred to
as the ICT Policy for the Education Sector, consists of the following components,
each with its own statement of strategic objectives and expected outcomes:
• ICT in education policy
• Digital equipment
• Connectivity and network infrastructure
• Access and equity
• Technical support and maintenance
• Harnessing emerging technologies
• Digital content
• Integration of ICT in education
• Training (capacity-building and professional development)
• Research and development
The Ministry of Education was given the mandate to lead the monitoring and
evaluation of the strategy's Integration, guided by overall government policies on
education and leT, specific education strategic documents for implementing its
mandate, and global goals such as Education for All (EFA) and the Millennium
Development Goals (MDGs). Another key part of the Integration strategy is the
Kenya leT Trust Fund formed in 2004, with the aim of spearheading leT initiatives
in education. Membership is open to public sector organizations such as ministries
and other government institutions, private sector companies, donor partners, civil
society, as well as academic and other educational institutions. In general, the
objective is to facilitate Public-Private Partnerships (PPPs) that will mobilize and
provide JCl' resources to Kenyan public schools and community resource and
learning centres (Republic of Kenya, 2006).
29
The ministry's policy framework indicates that there are a number of challenges
concerning access to and use of leT in Kenya, including high levels of poverty,
limited rural electrification, and frequent power disruptions (MoE National leT
Strategy for Education and Training, 2006). Most secondary schools have some
computer equipment; however, this could consist of one computer in the office of
the school head. Very few secondary schools have sufficient leT tools for teachers
and students. Even in schools that do have computers, the student-computer ratio is
150:1 (Farrell,2007). Most of the schools with leT infrastructure have acquired it
through initiatives supported by parents, the government, NGOs, or other
development agencies and the private sector, including the NEPAD e-schools
programme. Attempts to set up basic leT infrastructure in primary schools are
almost negligible (Farrell, 2007).
Availability of trained manpower in ICT sector is an important resource. The Kenya
government, as observed by the Ministry of Information and Communications
(2005), has recognized this by introducing computer education in schools and other
learning institutions, while the private sector has responded to the demand of skilled
computer operators by setting up commercial computer training colleges in major
urban centres all over the country. Estimates by the Export Processing Zones
Authority (2005) indicate that in the year 2001, over 150,000 Kenyans passed
through basic computer skills training colleges and since 1980s, Kenyans who have
undergone computer skills training in the country, stands at an estimated 1.1 million
people.
30
Majority of computer studies teachers in Kenya are computer science graduates with
no background in education. Various local authorities have made recommendations
to improve computer studies in Kenyan schools. For example, Kandiri (2007)
suggested that teacher training colleges should integrate Computer science as a
teaching course so as to produce graduate who can deliver the subject better.
Introduction of computer studies as one of the teaching subjects for graduates
pursuing teaching degrees and diplomas will ensure that the teachers undergo
psychology of learning and special methods in teaching computer studies.
Kandiri (2007) further proposes that the government should be involved in the in-
service training programs as it rolls out ICT in schools. Currently, the emphasis is
on computer hardware which does not make a lot of sense without skilled human
resource to extract value from the IT resources.
2.7 Summary
The chapter has presented literature on the status of use of leT in education in the
world, status of leT in education in Africa, status of leT in education in Kenya, and
recent studies on leT and education. It has emerged from the literature review that
the situation of computer use in education in developed countries is different from
that in developing countries. This is mainly due to funds extended to the training
institutions by their governments and society. From the reviewed literature, it is
clear that while the use of KT in education is becoming popular all over the world,
and as Kenya progresses in the Integration of computer-based learning, there is the
need for teachers to be prepared for leT adoption. Before implementing leT
therefore, schools should carry out needs assessment process by creating a high-
level requirements document that includes: an e-Ieaming readiness score and a list of
advantages and potential obstacles to e-Ieaming adoption,. leT Preparedness should
be seen as being ready mentally or physically for K'T experience or action. leT
learning readiness assessment will help the schools to design e-Iearning strategies
comprehensively and to implement its leT goals effectively.
31
It is clear from the reviewed literature that existing studies have not addressed the
status of the integration of leT in secondary schools in Kenya. These studies have
not documented the challenges facing secondary schools teachers in the integration
of leT. This is therefore the problem which the current study is set to investigate
with specific focus on Ruim Division, Thika District.
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents the methodology that was used in carrying out the study.
Specifically it describes the research design, study location and population, sampling
procedures and sample, instruments used, data collection and data analysis
procedures.
3.2 Research Design
The study employed a descriptive survey, combining both qualitative and
quantitative research strategies. Gay (1992) notes that descriptive survey research
method of study is used to investigate educational problems and to determine and
report the way things are or were. Similarly, according to Lockesh (1984),
descriptive survey studies are designed to obtain pertinent and precise information
concerning the current status of phenomenon and wherever possible to draw valid
general conclusions from the facts obtained. Bell (1993) on the other hand notes
that surveys aim at obtaining information, which is analyzed, patterns extracted and
comparisons made. The study employed the survey design since the researcher
wanted to get the precise information and make conclusive results regarding
integration of leT in teaching and learning. According to Mugenda and Mugenda
(1999) survey design is the best method available to social scientists who are
interested in collecting original data for the purposes of describing a population
which is too large to observe directly.
32
3.3 Location of the Study
The study was carried out in Ruiru Division of Thika District, Central Province.
Thika District borders Murang'a South, Nairobi, Kiambu and Machakos districts.
This area forms an ideal setting for the study since no known study on secondary
school teachers' preparedness to integrate ICT for learning in secondary schools has
been conducted in the area. In addition, the division has both rural and urban setting
each of which would influence in particular way teachers' attitudes towards ICT and
thus integration ofICT in learning.
The division also has a variety of school types such as national, provincial and
district schools which ensured representation of different school types in the study.
I,
This helped the researcher to identify pertinent issues affecting each of the schools
type in relation to ICT integration for learning. Singleton (1993), notes that,-the
,> •
ideal setting for any study should permit instant rapport with the informants. The
researcher was well versed with the area and thus easily created rapport with the
respondents.
3.4 Target Population
The research targeted all the 27 secondary schools in Ruiru Division of Theca----
District. These schools were four nationals, three provincial and 20 district schools.
/
All the 27 head teachers and 300 teachers were targeted,
3.5 Sample and Sampling Procedures
Twelve schools constituting'44% of the 27 schools in Ruiru Division were sampled.
According to Mugenda and Mugenda (1999) at least 10% of target population is
33
adequate for social science research. Proportionate sampling was used in selection
of schools to ensure fair representation within the three strata - national, provincial
and district schools. Fair representation within school types (Girls schools, Boys
school and mixed schools) was also ensured by selecting respondent teachers and
head teachers along school type category. Data was gathered from head teachers
and teachers of the 12 secondary schools. From each of the schools, the researcher
used simple random sampling to select five teachers giving a total of 65 teachers.
All the 12 head teachers from the 12 schools participated in the study. The
distribution of the schools sampled and the respondents of the study are summarized
in Table 3.1 below.
Table 3.1: Distribution of Schools to be Sampled and the Respondents in the
Study
School type National Provincial schools District schools
"0 "0 "0 -=~ ~ ~ ~ ~ ~ ~ ~ ~S - ~ ••• 't: .~ ••• 't: ~a.. .- .- -a ::?J Q .- ::?J Q .- ::?J Q~ ~ ~ ~ ~ E-t
Number of Schools 1 1 2 2 1 0 1 2 17 27
Selected schools 1 1 1 1 1 0 1 1 5 12
Selected Teachers 5 5 5 5 5 0 5 5 25 60
Selected 1 1 1 1 1 0 1 1 5 12
Head-Teachers
34
3.6 Research Instruments
The following research instruments were used to collect data for this study:
\
3.6.1 Questionnaires
Questionnaires were used for data collection because as Kiess and Bloomquist
(1985) observe, a questionnaire offers considerable advantage in administration; it
presents an even stimulus potentiality to large numbers of people simultaneously and
provides the investigation with an easy accumulation of data. Gay (1992) maintains
that questionnaires give respondents freedom to express their views or opinion and
also to make suggestion. According to Kiess and B!oomquist (1985), a
questionnaire is a suitable method of data collection because: .
i. Respondent's anonymity ensures they give honest answers.
11. Respondents have time for reflection before answering questions hence avoid
hasty responses.
Ill. Large populations can be covered with little time and with little personnel thus
reducing cost.
a)Head teachers' questionnaire
The study used questionnaires designed by the researcher to collect information
from twelve head teachers from the twelve secondary schools selected. The items in
the questionnaire were of two types: closed and open-ended questionnaires. The
closed questions provided a good avenue for the researcher to obtain specific
responses and clarifications without giving room to the respondents to write their
wish. Open-ended questions were used to enrich closed questions by giving
respondents an opportunity to give as much information as they wish on given items.
35
b) Teachers' questionnaire
The questionnaire was used to collect information from the 60 teachers, five from
each secondary school selected for study. It had two parts with both closed and
open-ended questions. Part one collected their demographic data, while part two
collected information on availability of leT physical resources, teachers'
preparedness to use computers for instruction which included their attitude and
perception towards integrating leT for instructions and also elicited information on
challenges experienced in integrating leT, possible solutions as well as
recommendations
3.6.2 Interview Schedules
According to Mugenda and Mugenda (1999), interviews are more flexible than
questionnaires because the interviewer can adapt to the situation and get as much
information as possible. A set of open ended questions were used in interview
schedules for both DEO and leT officer. The interview schedules helped the
researcher to clarify issues concerning the research, and as such most respondents
gave accurate and honest information.
a) DEO's Interview Schedule
This Key Informant Interview schedule targeted the DEO in charge of the district.
The set of questions in this interview schedule focused on the level of integration of
leT for learning in the district as a whole to give the bigger picture and the
challenges encountered in this endeavor. This official was also interviewed to
provide insights on the teachers' attitudes and perceptions on integration of leT for
instruction. in secondary schools.
36
b) leT Officer's Interview Schedule
This interview targeted the officer in charge of ICT in the district. The officer was
interviewed on availability of ICT infrastructure in the district in readiness for
integration of computers for learning, teachers' preparedness to integrate K'T for
learning and availability of facilities such as computers, electricity, and internet
connectivity .
3.7 Pilot Study
Prior to visiting the schools for data collection, the researcher pre-tested the
questionnaires using two schools in the division, but which were not included in the
final sample. The purpose of the pilot study was to enable the researcher to improve
the reliability and validity of the instrument, and to familiarize with its
administration.
3.8 Validity and Reliability of the Instruments
3.8.1 Validity
Kombo and Tromp (2006) define validity as a measure of how well a test measures
what it is supposed to measure. In other words, validity is the degree to which
results obtained from the analysis of the data actually represents the phenomena
under study. According to Wilkinson (1991), a pilot study helps to identify those
items that could be misunderstood, and such items will be modified accordingly,
thus increasing face validity. He continues to say that expert opinions, literature
searches, and pre-testing of open-ended questions help to establish content validity.
The researcher prepared the instruments in close consultation with her supervisors,
whose expert judgment helped improve content validity.
37
..~
3.8.2 Reliability
Reliability is defined as a measure of the degree to which a research instrument
yields consistent results or data after repeated trial (Mugenda and Mugenda, 1999).
Piloting enabled the researcher to test the reliability ofthe instruments. The pilot
study also enabled the researcher to familiarize herself with administration of the
instrument. Split-Half technique of reliability testing was employed, whereby the
pilot questionnaires were divided into two equivalent halves and then a correlation
coefficient for the two halves calculated. To compute the correlation co-efficient of
the instruments, Spearman's formula was used.
Where:
R = correlation coefficient
N = total number of scores
I = summation of scores
x = scores of the first half
Y = scores of the second half - /
Through the use ofCronbach's Alpha, a reliability coefficient of at least 0.7 was
accepted as recommended by Mugenda and Mugenda (1999). A coefficient of 0.81
was obtained which was high enough to judge the research instruments as reliable.
38
3.9 Data Collection Procedure
The researcher obtained an introduction letter from Kenyatta University and a
research permit from the Ministry of Education (MoE). After which, the researcher
booked an appointment with the sample schools through the head teachers to visit the
schools and administer the questionnaires. The researcher then visited each of the
schools and administered the questionnaires. The respondents were given
instructions and assured of confidentiality after which they were given enough time
to fill in the questionnaires. The researcher then collected the filled-in questionnaires
within stipulated time as agreed upon with the respondents. The interview schedules
were pre arranged and an appointments booked. The officers were interviewed as
the researcher filled in the details in the interview schedules.
39
3.10 Data Analysis
After data collection using questionnaires and interview schedules, the obtained
information was arranged and grouped according to the relevant research questions.
The data was then organised, tabulated and analysed into frequencies tables, ratios,
and percentages with the help of statistical package for social sciences. In data
analysis, percentages have a considerable advantage over more complex statistics.
(Piel. 1995). Qualitative data was analysed by organising it into themes and
according to the research questions and objectives. Thereafter inferences were
drawn to establish and present the findings.
CHAPTER FOUR: FINDINGS AND DISCUSSIONS
4.1 Introduction
The purpose of this study was to assess the preparedness of public secondary schools
teachers in Ruiru Division of Thika District to integrate computers for instruction. The
fmdings of the study are presented in this chapter based on the data collected from the
respondents and as per the research objectives. These include, a) determining the state
of infrastructure necessary for teachers to successfully integrate ICT in schools, b)
finding out the attitudes of teachers towards use of ICT for instruction, and c)
determining teachers' preparedness in terms of ICT literacy to effectively integrate the
ICT for learning. Sixty five questionnaires were filled out of the seventy two given out,
giving a response rate of 90.2 per cent which was adequate for analysis. Discussion of
the results was done as per the objectives ofthe study.
4.2 Background Information
This section covers the sex of the respondents, education level, teaching experience,
subjects taught, number of lessons taught, and number of computers available in the
schools and students and teachers to computer ratios.
4.2.1 Sexof the Respondents
The sample selected for the study constituted 49% female respondents and the rest 51%
males as indicated in figure 4.1. In order to assess the preparedness of teachers towards
the use ofICT for instruction across both sexes, an almost equal representation of sexes
was necessary.
40
49%
51%
IDMa~ I
• Female
Figure 4.1: Gender of the Respondents
4.2.2 Education Level
Regarding the level of education of the respondents, the study revealed that the
majority of the respondents (85%) had bachelors of education degree while 6% had
Post graduate degree and Diplomas in each case (Figure 4.2). Only 3% of the
o Diploma
• BNBSc with PGDE
oBEd
o Masters
respondents had Bachelor of Arts, Bachelor of Science or Post graduate diploma in
education. This means that the group of respondents consisted of individuals with high
education achievement who were also professionally trained teachers who could
understand the need for adopting K'T for instruction in their schools.
6% 6% 3%
85%
Figure 4.2: Education Level of the Respondents
41
4.2.3 Teaching Experience
The researcher carried out an investigation into the number of years of experience the
respondent teachers had in teaching. Thirty one percent of the teachers had been
teaching for the last fifteen years, while a similar per cent (31%) indicated that they had
been teaching for over 15 years. Cumulatively 62% of the respondents had a teaching
experience of 15 years or more. (figure 4.3).
Above 15 years I
I I I
I
I I I
I
I I I
I
11-15 years
6-10 years
1 to 5 years
o 10 15 20 25 305
Percent
Figure 4.3: Teaching experience
Up to 16% of the respondents reported that they had 6 tol0 years of experience while
the remaining 22 per cent had a teaching experience of between one to five years. It
was clear that 78% of the teachers had over five years experience in teaching and thus
had considerable knowledge in the existing curriculum, instructional materials and
methods. This is an opportunity which can be utilized in enhancing integration of
computers to facilitate instruction in the secondary schools.
4.2.4 Subject Taught
The highest number of respondents (61%) was teaching Business studies while those
teaching Chemistry and Physics were 35% (Figure 4.4). Respondents teaching Biology
classes were 35% while those teaching languages and Agriculture were 20% in each
42
35
case. It must be noted that adoption ofICT can improve efficiency in the instruction of
all subjects which stresses the need for ICT adoption for instruction in secondary
schools
Religious education
Maths
Languages
i Geography:E"~ ChemistrylPhysics
Business studies
Biology
Agriculture
I
I
I
I
I I
I I
I I
o 50 6010 20 30 40
Percent
Figure 4.4: Subjects Taught by the Respondents
4.2.5 Teaching Workload
Teachers who had a workload of 16-20 lessons per week were (38%) as indicated in
figure 4.5. Up to 34 % of the respondents had a work load of above 26 hours per week
while 22% of the teachers had a workload of21-25 hours per week. Heavy workload at
school was reported to be a major barrier to acquiring computer literacy among.
Respondents. Those with higher workload reported that they had no time to go and
pursue computer training. This means that respondents with lighter workloads such as
less than 15 hours could have time to attend computer lessons making them more
prepared to adopt ICT for instruction.
43
70
o 5 10 15 20 25 30 35 40
III Above 26=0
fIJ
fIJ~ 21 to 25....
0
I.~.Q 16 to 205=Z
Less than 15
I I I I I I
I
I
=:J
Percent
Figure 4.5: Teaching Workload
4.3 State of Infrastructure Necessary for Teachers to Successfully Integrate ICT in
Schools
A basic infrastructure is critical for successful Integration and adoption of ICT for
44
instruction in schools. Aspects like the availability of electricity, computer laboratory,
computers, and internet connectivity were thus investigated.
4.3.1 Available Infrastructural Facilities for ICT Integration in the Schools
The study revealed that up to 61% of the schools studied had electricity out of which
only 18% had computers for teachers. Computers for students were available in three
percent of the schools studied while computer labs were in 52% of the schools. Internet
connection was only available in 12% of the schools.
Table 4.1: Available Infrastructural facilities for ICT Integration in the Schools
Infrastructural Facility Frequency of responses Per cent
Electricity 44 61
Computers for teachers 12 18
Computers for students 2 3
Computer lab 34 52
Internet connection 12 18
4.3.2 Ratio of Students to Computers
I
With regard to the ratio of computers to students, the study revealed that eight tn every
ten students had no access to computers at all (figure 4.6). Only three percenl, of the
schools had less than 5 students to one computer while nine percent had 5 to 10
students per computer. Six percent of the schools had above 10 students per computer.
o 10 20 30 40 90
Above 10
•.. 5 to 10~.,Qe=z Less than 5
None
==:J
I
]
I
I I I I
50 60 70 80
Percent
45
Figure 4.6: Ratios of Students to Computers
These findings indicate a low level of investments in terms of computers which shows
limited preparedness to integrating of computers for learning. This points out to the
need to strengthen investments already made and to maximize existing capacity in the
secondary schools that participated in this study. It would be critical to provide these
schools with more computers to increase access to technology by teachers and students,
so that use of ICT in teaching can take place.
4.4 Attitudes of Teachers towards Use ofICT for Instruction
4.4.1 Use of Computers by the Respondents
With regards to the current use of computers, up to 59% of the respondents used
computers to search the internet and reading of emails using private computers while /1
I
up to 50% used applications like word processing, spreadsheets in their day to day
work (Figure 4.7). Up to 22% cited that they never used a computer but would like to
learn. Only 9% of the respondents used computers for teaching purposes. It was clear
that respondents were using private computers to perform basic personal tasks like
46
surfing, making work plans and sometimes compiling marks with few engaging ICT for
instruction where internet connectivity was available.
Used computers for teaching purposes CJI
'I
Used computers to search the internet I! Used applications like word processing,
spreadsheets
-
N ever used a computer but I would like to Ilearn I
0 10 20 30 40 50 60 70
Percent
Figure 4.7: Use of Computers by the Respondents
The use of computers as a medium for instruction by teachers remained low. It is clear
that additional forms of teacher training in ICT are required in order to integrate the use
ofICT into instruction in classrooms.
4.4.2 Attitudes of Teachers Towards Use ofICT for Instruction
The study also sought to understand the attitudes of teachers towards use of ICT for
instruction (Figure 4.8). An overwhelming majority (91%) reported that they were
interested in learning to use computers for instruction. However most cited a pre
condition that such learning programmes should be funded by the government which
should also reduce teachers' workloads so that they can be available to attend. Up to
63% of the respondents thought that learning will be affected both positively and
negatively while 34% of the respondents thought that learning will be positively
affected. Positive effect was cited as the ability to access the materials required
through the internet and that students can carry independent research without totally
depending on their teachers. Only 3% thought that learning would be negatively
affected citing easy access to pornography materials by students as the major reasons.
A large percentage (63%) reported that teacher's job will be affected and may as well
lose their jobs especially if they were unable to use ICT for instruction.
I am iterested in learning to use computers fur
instruction
I I
I
I
I
0
I I
Teachers job will be affected
Learning will be affected both positively and
negatively
Learning will be negatively affected
Learning will be positively affected
60 80o 20 40
Percent
Figure 4.8: Attitudes of Teachers towards Use of ICT for Instruction
47
100
Despite the overwhelming interest among respondents to use computers for instruction,
there were also some who were not interested in ICT as a medium for instruction.
Reluctance to engage and actively participate in the ICT initiatives was likely to be
caused by a number of reasons, which includes lack of awareness of the specific ways
in which to use computers for instruction, and some have the fear that technology may
replace them, as well as the technology having the negative effects on the students who
may be exposed to pornographic materials.
4.5 Teachers' Preparedness to Effectively Integrate leT for Learning
The study also investigated aspects like the level of teachers' training in computer
knowledge as a measure of preparedness to integrate ICT for instruction and came up
with the following findings:
4.5.1 Computer Training
Up to 62% of the respondents had received training on the use of computers while the
rest had not (Figure 4.9). An assessment of existing computer skills conducted
indicated that most of the respondents required intense training. Throughout the
schools, respondents have basic skills but are not confident in the use of technology in
their teaching. Attention should be paid to assisting the respondents to acquire more
skills which will enable them to explore and discover ways of utilizing computers in
their classes. Training programmes should therefore show respondents how to achieve
specific educational objectives through the use ofICT.
48
Figure 4.9: Respondents Computer Training
4.5.2 Place of Training
With regards to where respondents received their computer training, up to 40% were
self-sponsored, 18% were trained in school organized programmes, 4% were in the
university while 38% had not received any training (Figure 4.10). It was reported that
those respondents with some training had received basic computer skills and use of
software applications and the Internet. Relatively little attention has been paid to
enabling respondents couple these skills with their professional capacity as teachers.
As a result respondents were not confident in using technology for instruction in their
classrooms. Leaving K'T training for teachers at individual level has implications on
integrating leT for instruction. More specific and suitable courses should be made
available to train teachers uniformly on how to go about the integration of leT in
teaching and learning.
49
College or university
I II
I III
I
I I I
I I
I
I I I I
School organized
Self-sponsored
None
20 25 30 35 40o 5 10 15
Percent
Figure 4.10: Place of Training
4.5.3 Level of Training
With regards to the level of training in computers attained, up to 36% of the
respondents had only received training in computer packages while 22% had only
certificates. None of the respondents had a diploma level of training while a mere 4%
had degree level training. The rest 38% had no training at all. (figure4.l1) It must be
noted that regardless of the level of training, teachers need to acquire fundamental leT
skills with emphasis on how these skills can be applied in instruction.
No training
Degree in computer
Certificates in computer
Computer packages
o 5 15 20 35 4010 25 30
Percent
Fig~ 4~11:Level of Training
50
45
4.5.4 Specific Training on Use of Computers for Instruction
Only nine percent of the respondents had training on the use of computers for
instruction (Figure 4.12). The remaining 91% had not. As discussed earlier,
respondents were very emphatic on their demand for training to use computers for
instruction. There was clear desire among the respondents to improve their skills,
including skills in computer operations and using K'T in instruction.
9%
91%
Figure 4.12: Respondents Specifically Trained on Use of Computers for
Instruction
51
4.5.5 Secondary Schools Preparedness to Integrate Computers for Instruction
With regards to secondary schools preparedness to integrate computers for instruction
in Kenya, only up to 16% of the respondents thought that the schools were prepared
(Figure 4.13). Up to 84% of the respondents thought that the schools were not prepared
citing teachers negative attitudes towards K'T, lack of training on leT among teachers,
poor leT and related infrastructure, lack of awareness on need for leT in learning,
heavy workload among teachers, and lack of proper Government policy on leT as will
be discussed in the next section
(
IOYesl
.No
16%r--- __
84%
-I
Figure 4.13: Views on Secondary Schools Preparedness to Integrate Computers
for Instruction
4.5.6 Cballenges Faced in Integration of ICT for Instruction
Finally the study sought to understand the challenges faced by secondary schools in
Integration of leT for instruction (Figure 4.14). Up to 22% of respondents cited
teachers' negative attitudes towards leT Integration as a major challenge. Reluctance
o 10 20 30 40 50
to engage and actively participate in the leT initiatives is likely to be caused by a
number of reasons, which may include fear of change; a negative attitude to
technology; and negation of the need for professional development to improve teaching
practice.
Weak government policy on leT
Heavy workload among teachers
~ Lack of awareness on need fur leT inI:~ learning
] Poor leT and related infrustructure
U
Lack of training on leT among teachers
Teachers negative attitudes towards leT
t=J I
II
I
I
I
I
I
Percent
52
Figure 4.14: Challenges Faced in Integration ofICT for Instruction
Up to 44% cited lack of training on ICT among teachers as the biggest challenge. The
use oflCT remains low in all schools despite the availability of some computer because
of insufficient teacher training. In addition, up to 16% of the respondents cited lack of
awareness on the need for ICT in learning while 13% faced heavy workload for
teachers as a challenge which denies them time to attend ICT classes. Lack of
information about tangible benefits of ICT for education could be due to lack of ICT
training. It is clear that additional forms of teacher training are required in order to
integrate the use of ICT into classrooms. Professional development for teachers and
school leaders must be ongoing. This may call for opportunities for seminars for all the
stakeholders in education to discuss the emerging issues especially in ICT and hence
organize for training of the teachers. This will help teachers to be up to date with the
changing technology and its continuous integration.
53
Further to these, 34% cited poor ICT and related infrastructure as a challenge. These
included lack of resources and capabilities in the schools in terms of ICT related
infrastructure such as internet, computers and electricity. This was linked to lack of
government policy on ICT as cited by 6% of the respondents since it became hard for
the government to channel development resources amidst weak ICT policy. Though
the government had developed an ICT policy, its integration remained a problem.
/
4.6 Discussions of Findings
4.6.1 State of Infrastructure Necessary for Teachers to Successfully Integrate
leT in Schools
Adequate provision of infrastructure, particularly electricity to schools in rural
communities is crucial in the realization of the fundamental requirement in adoption of
ICT for instruction. Infrastructure requirements are costly and their provision may
require particularly the government to intervene in providing subsidized rates for
schools and especially those in rural areas. Overall, the study found out that teachers
are very enthusiastic about integrating computers for instruction and learning. The
principals in particular, had taken ownership of the initiative and were very engaged,
often investing considerable personal time and school resources. Teachers and schools
however faced a range of challenges, including infrastructural issues such as lack of
power, and internet access, which hinder the effective use of ICT in teaching and
learning. Schools also struggled to optimize use of computers, due to a lack of
appropriate professional development.
54
Secondary schools in Ruiru division of Thika district were ill prepared in terms of
infrastructure, to integrate computers for learning and instruction. Findings indicate
that nearly half of the schools lacked computer labs and the computer machines
available were not adequate. There is hardly any deployment of computer personnel in
public schools in Ruiru division of Thika district. Majority of teachers had not been
exposed to computer technology in any way and only two schools used computers for
teaching. Only a few schools had access to the Internet and there were few teachers
trained on use of computers for instruction.
)
While schools voiced a demand for more computers, schools may not necessarily need
many computers to integrate computers for learning in schools. It may be therefore
important for schools to find alternative teaching, organization, and access models to
optimize the use of the numbers of computer they do currently have, as well as
acquiring additional hardware.
4.6.2 The Attitudes of Teachers Towards Use of leT for Instruction
Despite the overwhelming willingness of the respondents to adopt new technology,
resistance to new technologies was pervasive. Factors contributing to resistance
included preconceived ideas about new technology. For example, some teachers
tended to be less accepting of new technologies, less willing to move out of their
comfort zones and try new things, and less willing to take on extra work. Such
obstacles can be overcome by demonstrating how simple it can be to use new
technology and assisting teachers to make the transition gradually. The level of
awareness of how teachers can integrate leT for instruction was also low thus teachers
should be exposed to seminars that could enlighten them on the options available to
integrate leT for instruction.
55
The first step to ensuring teachers use computers as teaching and learning tools must be
to provide them with educational benefits for doing so. The knowledge of such
benefits which include enriching the content as well as making the delivery more
learner centred among others, would change their attitude towards integration of
computers for learning. Teachers must also be actively involved in any efforts to
integrate leT in the learning process. This should include reflection on current
practices, and their shortcomings, and an awareness of what the new technologies can
{)fier to improve both teaching and learning. Only when there is sufficient intrinsic
motivation for teachers will they be willing to fully participate in the integration of
ICT. The use of computers must be seen to provide desirable outcomes not readily
achievable without them.
4.6.3 Teachers' Preparedness in Terms of ICT Literacy to Effectively Integrate
ICT for learning
The importance of training teachers in integrating ICT into teaching cannot be over-
emphasized. It is necessary to recognize teachers require skills and knowledge in a
range of areas. Teacher training programmes therefore need to be developed
accordingly. For teachers who are just beginning to use ICT in their teaching, attention
should be paid to assisting these teachers to acquire skills which enable them to explore
and discover new ways of utilizing ICT in their classes. Although these teachers need
to acquire certain fundamental ICT skills, the emphasis needs to be placed on how
these skills can be applied in teaching. It is necessary to assist teachers to utilize their
ICT skills to enhance education. Training programmes should therefore show teachers
how to achieve specific educational objectives through the use oflCT.
While many respondents had basic computer skills especially in the packages and
surfing the internet, they have not yet become confident in using the technology to
improve their own productivity and bring about pedagogical change. At the same time,
ICT administrators and principals were requesting more support in technology
management and organizational integration oflCT. Such support is needed in order to
.align the aims oflCT initiatives with overall school development objectives.
56
Secondly, on professional development teachers must be assisted to become agents of
change and risk takers able to adapt to the new teaching paradigms implicit in the use
of K'T, Without this they will continue to frame the use of leT within their current
paradigms and not fully maximize its potential. They must be shown how to alter their
practices so that constraints on the use of leT are minimized. It must also provide
them with skills needed to enable them to use computers confidently in the classroom
context. leT can transform both the learning and the teaching processes and facilitates
autonomous learning. In general, leT is most useful when its used to support
educational goals.
4.6.4 Cballenges Faced in Integration of ICT for Instruction
Major challenges to integration of leT for instruction in secondary schools included
lack of awareness on the need for leT in learning, heavy workload for teachers, poor
ICT and related infrastructure, lack of government policy. Lack of information about
tangible benefits of ICT for education could be due to lack of leT training. To create
awareness on the need for ICT in learning among teachers, additional forms of teacher
training are required.
57
For leT teacher training programme to be successful, it needs to be owned at a national
level by the Government as a whole and led by the relevant Ministry of Education. The
government needs to commit itself to innovative rural electrification projects to benefit
both rural schools and communities. Access to the Internet and the need to bridge the
digital divide are the two critical issues to be dealt with before e-learning can be fully
and effectively integrated in secondary schools.
)
Any plan of action designed to increase teachers' use of computers as a tool for
instruction needs to focus also on teacher readiness and teacher motivation. It must be
noted that more infrastructure may not automatically translate into more use. This
study suggests that teachers should be trained comprehensively on the use of K'T, if
they have to make use ofthe same to enrich learning.
58
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter gives a summary of the study, conclusions and recommendations, which
can be made to help in enhancing teachers' preparedness to integrate computers for
instruction in the area.
5.2 Summary
The purpose of this study was to assess the preparedness of secondary schools teachers
in Ruiru Division of Thika District to integrate computers for instruction. The study~
was conducted using descriptive survey research design. Data was collected using
questionnaires and key informant interview.
With regard to the ratio of computers to students, the study revealed that up t078% of
Findings indicated that up to 61% of the schools studied were connected with
electricity while 18% had computers for teachers. Computers for students were only
available in 3% of the schools studied while computer labs were in 52% of the schools.
the students had no access to computers at all. Only 3% of the schools had less than 3
computers to one student while 9% had 5 to 10 computers per student. With regards to
the current use of computers, up to 59% of the respondents used computers to search
the internet and reading of emails while up to 50% used applications like word
processing, spreadsheets in their day to day work.
59
Up to 22% cited that they never used a computer but would like to learn. An
overwhelming majority (91%) reported that they were interested in learning to use
computers for instruction. However most cited a pre condition that such learning
programmes should be funded by the government which should also reduce teachers'
workloads so that they can be available to attend. Up to 63% of the respondents
thought that learning will be affected both positively and negatively while 34% of the
respondents thought that learning will be positively affected. Up to 62% of the
respondents had received training on the use of computers while the rest had not. An
assessment of existing computer skills conducted indicated that most teachers required
intense training.
With regards to the level of training in computers received, up to 36% of the
respondents had only received computer packages while 22% had only certificates.
None of the respondents had a diploma level of training while 4% had degree level
training. Only 9% of the respondents have had training on the use of computers for
instruction. The remaining 91% had not. With regards to secondary schools
preparedness to integrate computers for instruction in Kenya, only up to 16% thought
that the schools were ready. Up to 84% thought that the schools were not ready.
Finally, the study established that secondary schools faced challenges in integration of
ICT for instruction. Up to 22% of respondents cited teachers' negative attitudes
towards ICT Integration as a major challenge. Up to 44% cited lack of training on leT
among teachers as the biggest challenge. The use of K'T remained low in all schools
despite the availability of some computer because of insufficient teacher training. In
addition, up to 16% of the respondents cited lack of awareness on the need for leT in
learning.
60
5.3 Conclusions
Overall, the study found that teachers were very enthusiastic about being part of an leT
initiative. The principals have taken ownership of the initiative and are very engaged,
often investing considerable school resources. Teachers and schools faced a range of
challenges, including infrastructural issues such as lack of power, computers and
Internet access, which made them ill, prepared in use of ICT in teaching and learning.
Schools also lacked appropriate professional development in terms of leT with some
teachers having negative attitude towards use of computers for instruction as well as
being computer illiterate. While some teachers have developed basic computer skills,
they have not yet become confident in using the technology to improve their teaching.
At the same time teachers felt that more support in terms of both fmancial and
personnel resources was required. Such support is needed in order to align the aims of
leT initiatives with overall school development objectives.
5.4 Recommendations
The following recommendations are made from the study:
1. The study indicated very limited access to computers by teachers. It would be
critical for the Government to provide secondary schools in the area with more
computers and their supportive infrastructure such as internet connectivity and
power to increase access to technology for teachers, so that use of ICT in
teaching can take place. In addition benefits of using leT should be
documented by the Ministry of Education and circulars distributed to the
schools in order to raise the teachers level ofICT awareness.
ii. There is need for intensive training in the use of computers for .nstruction with
school-based courses and ongoing support through refresher courses. Although
61
these teachers need to acquire certain fundamental leT skills, the emphasis
needs to be placed on how these skills can be applied in teaching. It is
necessary for the Ministry of Education to assist teachers to utilize their leT
skills to enhance education.
iii. Existing policies for pre- and in-service training of teachers should be reviewed
by the Ministry of Education to better meet the growing needs and demands in
leT field as well as raising the level of awareness of teachers who are in the
profession or are joining the profession of teaching. Professional development,
in formal pre-service and in-service training programmes, needs to focus more
deeply on the relationship between curriculum and technology.
5.5 Recommendations for Further Research
Further research is recommended in the following areas.
i) The study was carried out in the public schools only. A comparative study
should be carried out to assess the status of leT integration in the private
secondary schools and the public secondary schools.
ii) It is necessary to conduct a needs assessment in full scale before any e-
learning program is actually being launched as it is important to know the
factors affecting teachers' computer use and its implications to teachers'
professional development strategies.
iii) . A study to assess the involvement of private partnerships in the provision of
facilities for leT in secondary schools could also add to this body of
knowledge.
62
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67
APPENDICES
APPENDIX A: Principal's Questionnaire
Introduction
This Questionnaire is designed to gather information about teachers' preparedness in
integrating leT for instruction in secondary schools. Kindly respond by ticking or
filling in, the appropriate responses in the spaces provided. All your responses and
information in questionnaire will be confidential and will be used by the researcher for
the purpose of this study only. Please give as truthful information as possible, and
respond to all the items.
Part A: General Information
I. Indicate Your Gender: [ ] Male [ ] Female
2. Indicate your current academic qualification
Diploma [... ] S 1[... ]
BAlBSc with PGDE [... ] Bed [... ]
Masters [... ]
Others [specify] .
3. Indicate the total number of students in your school?
Boys .
Girls .
Total. .
4. Indicate the total number ofteachers in your school?
Male .
Female .
Total. .
68
Part B:
i) Availability ofICT Physical Resources
1. Is your school connected to electricity?
2. Does your school have a land line telephone?
3. Does your school have internet connection?
4 .a) Is there a computer lab in your school?
b) If yes, how many computers are in the lab?
Yes [ ]
Yes [ ]
Yes [ ]
Yes [ ]
No [ ]
No [ ]
No [ ]
No [ ]
c) If no please explain
why? .
5 a) Does the lab have internet connection?
b) If no please explain why?
Yes [ ] No [ ]
6. Are the computers available adequate to meet the needs of all the students and
teachers?
Yes[ ] No[ ]
7. Ifno, about how many extra computers are needed? .
ii) Attitude of teachers
1. How would you rate your experience with computers? (Tick all that apply)
[ ] I have never used a computer and I don't plan to anytime soon.
[ ] I have never used a computer but I would like to learn.
[ ] I use applications like word processing, spreadsheets, etc.
[ ] I use computers for administration purposes
Others (Specify) .
2. How do you think introduction of e-learning in schools will affect education
in the country?
[ ] Positively
[ ] Negatively
[ ] Both positively and negatively
69
Explain your answer briefly
3. I) Do you think that teachers' jobs will be affected by the introduction of E-
learning?
Yes [... ]
ii) Briefly explain your answer.
No [... ]
iii) Level ofICT Literacy
1. i) Have you received any training on how to use computers?
Yes [... ] No [... ]
ii).Ifyes where did you receive your training? (Tick all that apply).
[ ] Self-sponsored [] School organized [ ] College or university
[ ] Other- please specify .
iii) What level of training did you receive?
Computer Packages [... ] Certificate level [... ] Diploma [... ] Degree [... ]
Others (Specify)
2 (a) Does your school have computer teachers? Yes [] No [ ]
(b) If yes, how many? .
Male .
Female .
3. a) Are they qualified to teach computerlessons? Yes [... ] No [...]b) If
yes, what qualifications do they have
[ ] Masters [ ] Degree
[ ] Diploma [ ] Certificate
Others (specify) .
70
4. a) Are they adequate? Yes [ ] No [ ]
(b) Ifnot, how many more are needed? .
iv) Teachers Preparedness
1. The government is in the process of introducing e-learning in schools.
Do you think secondary schools teachers in Kenya are ready for this?
Yes [] No [ ]
Explain your answer briefly
2. How many of your teachers are equipped with skills to use leT as a medium for
classroom instruction? .
i) Male .
ii) Female .
3. Are there any courses that the school has organized to train teachers on use of ICT
for learning? Yes [... ] No [... ]
4. i) Are there any courses that have been organized by the ministry of education to
train teachers on ICT use? Yes [ ... ] No [... ]
ii) If yes how many of your teachers have attended such courses? .
5. i) Has the private sector organized any ICT training for the teachers through the
school? Yes [ ... ] No [... ]
ii) If yes how many of your teachers have participated? .
v) Challenges Experienced and Possible Solutions
1. What challenges does the school face in integration of ICT in relation to the
following?
i). Facilities and Infrastructure
ii). Attitudes ofteachers in the use ofICT for instruction, r............................ ~ .
71
Hi) Training ofteachers in use ofICT for instruction
,...................................................................................................
iv) Others (Specify)
2. Suggest measures that can be taken by the following to ensure that teachers are
adequately prepared for use of leT in teaching and learning.
i). Thegovemment
ii). The school administration
iii). Teachers themselves
3. What recommendations can you make for effective integration oflCT in schools in
regard to the following?
i) Teachers aspects
72
ii) Infrastructural aspects
THANK YOU FOR YOUR PARTICIPATION
73
APPENDIX B: Teacher's Questionnaire
Introduction
This Questionnaire is designed to gather information about leT integration in
teaching and learning. Kindly respond by ticking or filling in, the appropriate
responses to the questions or information needed. All your responses. and
information in questionnaire will be confidential and will be used by the researcher
for the purpose of this study only. Please give as truthful information as possible,
and respond to all the items.
Part A: General Information
1. Indicate Your Gender: [ ] Male [ ] Female
2. Indicate your current academic qualification
Diploma [... ]
BAJBSc with PGDE [... ]
S 1[... ]
Bed [... ]
Masters [... J
Others [specify] .
3. How long have you been teaching?
1 year and below [... ]
6-10 years [ ]
15+ years [ ]
4. Which subjects do you teach?
2-5 years [... ]
11-15 years [... ]
5. How many lessons do you teach per week?
74
PartB
i) Required Facilities
1. Is your school connected to electricity? Yes [ ] No [
]
2. Is there a computer lab in your school?
]
Yes [ ] No [
If yes, how many computers are in the lab?
3. Does the lab have internet connection? Yes [ ] No [ ]
4. Are the computers available adequate to meet the needs of all the students
Yes [ ] No [ ]
5. What is the ratio of computers per each student?
6. i) Are there computers reserved for teachers use? Yes [... ]
ii) If yes what is the ratio of computers per every teacher?
No [... ]
. "
ii) Attitude of teachers
1 How would you rate your experience with computers? (Tick all that apply)
[ ] I have never used a computer and I don't plan to anytime soon.
[ ] I have never used a computer but I would like to learn.
[ ] I use applications like word processing, spreadsheets, etc.
[ ] I use computers to search the internet
[ ] I use computers for teaching purposes
Others (Specify) .
2 How do you think introduction of e-learning in schools will affect education
in the country?
[ ] Positively
[ ] Negatively
[ ] Both positively and negatively
Explain your answer briefly
75
3. I) Do you think that teachers' jobs will be affected by the introduction of E-
learning?
Yes [... ] No [... ]
ii) Briefly explain your answer.
4. Would you be interested in learning how to use computers for instruction?
Yes [... ] No [... ]
iii) Level of leT Literacy
1. i) Have you received any training in use of computers? Yes [... ] No [... ]
ii).Ifyes where did you receive your training? (Tick all that apply).
[ ] Self-sponsored [] School organized [ ] College or university
Others- please specify .
iii) What level of training did you receive?
Computer Packages [... ] Certificate level [... ] Diploma [... ] Degree [... ]
Others (Specify)
iv) Teachers' Preparedness
1. The government is in the process of introducing e-learning in schools. Do you
think secondary schools teachers in Kenya are ready for this?
Yes [] No [ ]
Explain your answer briefly
2. i) Have you attended any courses that has been organized to train teachers on
use of ICT for learning? Yes [... ] No [... ]
ii) If yes who were the facilitators?
KIE [... ] MOE [... ] The school [... ] Private Sector [... ]
Others (specify)
76
3 a) Are facilities for integrating ICT available in your school?
Yes [... ] No [... ]
b) If yes, which ones? .
c) Ifno, why? explain .
v) Cballenges Experienced and Possible Solutions
1. What challenges does the school face in integration of ICT in relation to the
following?
i). Facilities and Infrastructure
ii). Attitudes of teachers in the use oflCT for instruction
iii) Training of teachers in use ofICT for instruction
iv) Others (Specify)
2. Suggest measures that can be taken by the following to ensure that teachers are
adequately prepared for use oflCT in teaching and learning.
77
i). The government
ii). The school administration
iii). Teachers themselves
3. What recommendations can you make for effective integration ofICT in schools in
regard to the following?
i) Teachers aspects
ii) Infrastructural aspects
THANKYOUFORYOURPARTICWATION
78
APPENDIX C: Deo's Interview Schedule
i) General Information
1. How long have you been working in the District?
2. In your opinion, is the government committed to introduce e-learning in schools?
3. Which interventions have been put in place in Thika district in readiness for
introduction of e- learning in secondary schools?
4. Are secondary schools in Thika district ready for this? Please explain
a. Required Facilities
1. How many schools in the division have enough computers for all students?
2. Do they have internet connectivity?
b. Teachers preparedness
1. Are teachers equipped with skills to use ICT as a medium for classroom
instruction?
2 Do you have organized seminars or workshops in the district to prepare
teachers for ICT integration for instruction?
c. Challenges
1. In your opinion, what challenges do schools face in integration of ICT in
relation to the following?
a) Training ofteachers in use ofICT for instruction
b) Attitudes of teachers in the use oflCT for instruction
c) Facilities and Infrastructure
2. Suggest measures that can be taken by the following to ensure that teachers are
adequately prepared for use oflCT in teaching and learning by:
a) The Government
b) The school administration
c) Teachers
3. What recommendations can you make for effective integration of ICT in schools
with regards to:-
a) Teachers aspects
b) Infrastructural aspects
THANK YOU FOR YOUR PARTICIPATION
79
APPENDIX D: ICT Officer Interview Schedule
i) General information
1. How long have you been working in the District?
2. Which duties do you perform in the division as an ICT officer?
ii) Req uired facilities
1 In your opinion is Thika District endowed with adequate ICT infrastructure
in terms ofr-
a) Internet connectivity
b) Computers
c) Fiber optic network
d) Cyber cafes
2 Does the community make use of the available infrastructures? Please
explain
3 Are schools in particular equipped with such infrastructure?
iii) ICT Preparedness
1 Do you think secondary school teachers are equipped with skills to use ICT
as a medium of instruction?
iv) ChaUenges
1 In your opinion, what challenges do schools face in integration of ICT in
relation to the following?
a) Training of teachers in use ofICT for instruction
b) Facilities and Infrastructure
1. Suggest measures that can be taken by the following to ensure that the area is
adequately prepared for use ofICT in teaching and learning:
a) The government
b) The school administration
2. What recommendations can you make for effective integration of ICT in
schools with regards to:
a) Teachers aspects
b) lnfrastructural aspects
THANK YOU FOR YOUR PARTICIPATION
80
APPENDIX E: Study Permit and Research Authorization Letter
PAGE 2
Researcb Permit No.~~'\(? / 0 0 2 / ~2~
Da~ofmue~,_.~_,~_,t_.o_,O~9 _
Feereceived SHS. 10,Q.Q"
THIS IS TO CERR11FY THAT:
ProUDrJMr.IMrsJMiss" ••••S.~'t!!?.El~__
NJERI MIGWI•••.•_ •••_M •••••••_ ••••••__ •••••••••_ ••• •••••••••__ ..~
of (Addrus)...!S.!~.¥..?:.!!!.l!.Ill.~~.lIY __
.!:.:2.~~g.~~ .~i.1![~!SQ.lg _" _ "
bas beenpermittedto toudud researcb iu..••.._ ..•....."
...........................,~ ?: ~~? ~::~~~~IM*~
THIKA .•••••••••_ .•••_ ••••••••••••••••••••..••••••••••••.••••••••••••••••.•••DlStrict,
CENTRAL .•....•"..••..•.••_ ...•..••...••.••.•••.,.....•....••..••..•_, ...•..Provmee.
. AN ASSESSMENT OF SEC.on the tOplC.•••••••••••••, •••••••,.,•••••••••••••••••••••••••••••••••••••••_
SCHOOL TEACHERS PREPAREDNESS
~~=~~~~~~~~f.~~..~~:~~~ ~ ~!:.! ~~~CTIONS, . Q~'
....~..:~~ <!...~2..:.~~!..Y.!.::!.~.!:E!.!~~A .::.~............. .. -bL-
DISTRICT AlPUcant" SeC1'tlllry·•..•..........: .· · · 3"OTH•..·jULy ..•..•..•..· .-Og..... SIgnature N . nll1 Councillor
fora penod endlDg •••••••••••••••••••.•••••••••..•.•••.••••, 20 .._._. Science lIIId Technology
81
REPUBLIC OF KENYA
NATIONAL COUNCIL FOR SCIENCE AND TECHNOLOGY
Teletrams: "5CIENCmCH", N,urobi
Telephone: lS4.0lO-21IH9, 2213102
1~·OlC>-310S71.121)123
Fu: 254-02C>-2211215,)18215. )18219
When replyl,,! ple~ quoUl
p. 0.80. )Q623·ooloo
NAIROBI-KENYA
~ite; www..nc.sl.so.ke
Our Ref. NCST/5/002/R/251/5 Da'.' 2(/1' April 2009
Catherine Njeri Migwi
Kenyatta University
P.O, Sox 43844
NAIROBI
RE: RESEARCH AUTHORIZATION
FOliovving your appucanon for autnority to carry out research on. An
Assessment of Secondary School Teachers Preparedness In
Integrating ICT for Instructions: A Case of Ruiru Division, Thika
District'
I am pleased to inform you that you have been authorized to carry out
research in Ruiru Division Thika District for a period ending 30th July 2009.
You "Ire advised to report to the District Commissioner and the District
Education Officer, Thika District before embarking on your research.
On completion of your research, you are expected to submit two copies of
your research report to this office.
+ 9k.:~LRAZAKPb.D,MBSSECRETARY
Copy to:
The District Commissioner
Thika District
The District Education Officer
Thika District
82