Teachers' information and communication technologies competency, accesses to facilities and integration in instruction in public secondary school, Kieni East district, Nyeri county, Kenya
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Date
2014-09-04
Authors
Kagocha, Ann Wanjiru
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Abstract
Information and communication technology is a critical factor in ensuring efficiency, equity
and quality in education. Despite its potential benefits, lCT integration in instruction and
learning processes remains low in most public secondary schools. Low usage of leT in
education has been attributed to lack of adequate facilities and skills to utilize the facilities.
The study intended to investigate the levels of lCT competency and access to lCT facilities
among teachers in Kieni East district in Nyeri County and how they affect integration of lCT
in instruction. The study identified four objectives namely: To establish the accessibility of
lCT facilities by teachers in public secondary schools in Kieni East district; Assess the lCT
literacy level of public secondary schools teachers in the district; Assess the extent of lCT
integration in the teaching and learning process in the district;ldentify the ICT training and
support needed by public secondary schools teachers in the District. To achieve the objectives
the study was guided by four research questions namely: How well equipped are the public
secondary schools with lCT facilities in the district? What are the challenges facing schools in
their effort to acquire and maintain lCT facilities? What are the levels of teachers' lCT
competency? To what extent are teachers utilizing ICT tools in schools? What are the lCT
training and support needs for teachers? Theoretically the study was based on the Technology
Acceptance Model (TAM). In this model, the acceptability of information system is
determined by perceived usefulness, perceived ease of use and external factors such as lCT
policies. The research methodology was a survey design which involved collection of data
through a self administered questionnaire. Independent variables were teachers' accessibility
to lCT facilities and their lCT literacy level while extent of ICT use in the teaching process
was the dependent variable. The target population was 232 teachers in the District from which
a sample of 145 teachers was drawn using Stratified random sampling technique. SPSS was
used for data analysis where frequencies and percentages were computed. Pearson's
correlation coefficients were computed to establish the relation of the variables. The findings
of the study includes: Teachers in Kieni East have basic computer skills inadequate to enable
them integrate information technology in instruction; Schools in the district have only basic
computer hardware but lack critical components such as projectors that may enable
integration; and access and competency was found to have a strong correlation to information
communication technology integration in instruction by teachers. The study recommends an
information technology policy both at national and school policies to enable acquisition and
use of ICT in instruction.
Description
Department of Educational Management Policy & Curriculum Studies, 71p. 2013