Integration of Information and Communication Technology in Teaching and Learning: Assessments of Public Secondary Schools in Meru County
##article.subject##:
ICT Integration, Secondary schools, School curriculum, Teaching, Learning
##article.abstract##
This study was set to determine the extent of Information and Communication Technology (ICT) use in various aspects of teaching and learning in public secondary schools, Meru County. Application of ICT in curriculum implementation goes beyond its use in class as aids to teaching. Therefore, the focus of this study was to find the answer as to what extent is ICT used in various aspects of teaching and learning in Public Secondary Schools Besides developing ICT skills, it is important that it gets integrated in teaching and school instructional management. With the changing dynamics in secondary school curriculum and technological advancement, the need for teachers to apply ICT both in and out of class has become imperative. The study was driven by the idea that virtually all countries in the world are aggressively pursuing integration of ICT in their education systems. The study sampled 211 public secondary schools from Meru County, selected through stratified sampling technique. The study sample comprised of 335 teachers, 1441 students selected through simple random sampling method and 211 principals selected through purposive sampling. Data collection was done through use of interview schedules, questionnaires, and observation guides. Data was then analyzed using descriptive statistics where qualitative data was discussed under suitable themes derived from the objectives of the study while quantitative data was analyzed using frequencies and percentages. The study established that schools lack comprehensive ICT policy on its use in teaching and learning. The study concluded that, the principals’ leadership role contributed to the failure in the use of ICT in curriculum implementation. It recommended that the Ministry of Education and principals should be be actively involved in enhancing the use of ICT in curriculum implementation.
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Wong, E. M. L., Li, S. S. C., Choi, T.-H., & Lee, T. N. (2008). Insights into Innovative Classroom Practices with ICT: Identifying the Impetus for Change. Educational Technology & Society, 11 (1), 248-265
Bryman, A. (2008) Social research methods (3rd Edition). New York: Oxford University Press
Carrington, V. & Robinson, M. (2010). Digital Literacies: Social Learning and Classroom Practices. Los Angeles: SAGE Publications Ltd
Clark, R. C., & Mayer, R. E. (2003). (2003) E-Learning 2.0 Technologies and Web
Creswell, J.W. (2012). Educational Research. London-Sages, London.
Fuller, P. (2007). Innovative ICT in the Classroom: Keynote Address at ICT Day at St Helena’s Catholic Primary School, Hellen book, Retrieved on 26/07/13
Gakuu, C. M., (2007) An analysis of the factors and attitudes that influence lecturers’ readiness to adopt the use of ICT. Unpublished PhD Thesis, University of Nairobi, Kenya.
Girod, M. & Cavanaugh, S. (2014). Technology as an agent of change in teacher practice. Technology Horizons in Education (T.H.E. Journal) 28(9), 40-47.
GoK (2015 April,10). Meru County; 2013 Form Four KNEC Results Analysis.
Gok. (2016). Education CS launches more laptops for primary school digital literacy programme. Retrieved from Mygov.go.ke/?p=9188, 11/06/16
Guma A., Haolader, F.A. & Muhammad (2013). The Role of ICT to Make Teaching Learning Effective in Higher Institutions of Learning in Uganda; International Journal of Innovative Research in Science, Engineering and Technology 8(2). Available online, www.ijirset.com
Haddad, W. D., & Draxler, A. (Eds.). (2002). Technologies for education: Potentials, parameters and prospects. Washington, DC/Paris: AED/UNESCO
Ifeoma, E.O. (2010). Roles and Action of Schools Principals in Managing Curricular Reform in Nigeria; Society of Education, India. http/Www.Soeegram.Com
International Baccalaureate Organization (2007). Making the PYP Happen Pedagogical Leadership in a PYP School. International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB Cf23 8gl United Kingdom.
ITU. (2003). World Summit on the Information Society: Plan of Action. Retrieved December 5th, 2014, from http://www.itu.int/wsis/docs/geneva/official/poa.htm
Joyce, H. L. K., & Shanti D. (2013). Towards a TPACK-fostering ICT instructional Process for teachers: Lessons from the implementation of interactive whiteboard Instruction; Australasian Journal of Educational Technology, 29(2) 233
.
Kathy. M. (2012). Virtual Classrooms: Reflections of Online Learning. Campus-Wide Information Systems 3(29)156-165.
Kenyatta Kenya and University of Cape Coast, Ghana. Unpublished PhD Research Thesis, Kenyatta University.
Kirkwood, A., & Price, L (2005), Learners and Learning in the Twenty-First Century what do we know about Students’ Attitudes towards and Experiences of Information and Communication Technologies that will help us Design Courses? Studies in Higher Education, 30, (3), 257 – 274.
Kozma R. B (2005). National Policies that connect ICT based education reform to economic and social development. An interdisciplinary journal on Humans in ICT Environments, 1(2),117-150.
Laaria, M. (2013).Leadership Challenges in the Implementation of ICT in Public Secondary Schools, Kenya Journal of Education and Learning. 2, (1)
Leach, J. (2008). Do new information and communications technologies have a role to Learning: A Survey of Selected Schools in Meru South District. Unpublished Med Thesis, Moi University.
Miima, F.A. (2014). Integration of Information Communication Technologies in Teaching and Learning of Kiswahili Languages in Public Secondary Schools in Kakamega County Kenya. Unpublished PhD Thesis, Kenyatta University.
Minae, I. M. (2014) Access and Pedagogical Integration of Information and Communication Technology in Secondary Schools in Nairobi and Kiambu Counties: The Case of Computers for Schools Kenya. Unpublished PhD Thesis, Kenyatta University.
Mutula, S.M. (2008). Digital Divide and Economic Development. A Case Study of Sub-Saharan Africa: Electronic Library 26(4) 23-67
Ndwiga, M.M. (2012). Readiness of Kenyan Public Secondary Schools to Adopt E-
Newhouse, C. P., & Clarkson, B. D. (2008). Using Learning Environment Attributes to Evaluate the Impact of ICT on Learning in Schools. Research and Practice in Technology Enhanced Learning, 3(2), 139-158.
Niamh, B. (2010).Enhancing Leadership Capacity in ICTS in Education Through
Nyagorme, P. (2014). E-Learning Adoption and Utilization; A Comparative Study of
Omollo, D.O., Indoshi, F.C., & Ayere, M.A., (2013). Attitude of Teachers and Students Towards Use of Information and Communication Technology in the Implementation of Biology Curriculum in Selected Secondary Schools; Research Journal in Organization Psychology Educational studies, 2(3)76-83
Omwenga, E. I. (2003) Pedagogical Issues and E-learning Cases: Integrating ICTs into Teaching and Learning process, Available online at http://scholar.google.com/scholar?q=Omwenga+Elijah%2C+thesis&btnG=&hl=en&as_sdt=0%2C5&as_vis=1
Oyewole, B. K., & Alonge, H. O. (2013). Principals Instructional Role Performance and Teachers’ Motivation in Ekit Senatorial District of Ekit State, Nigeria. Journal of Educational and Social Research 3(2) 2239-978.
Pan Africa Research Agenda (2011).When Technology Makes, A Difference; 12ways to Optimize the Use of ICT at Your Work, Retrieved from www.ict.africa.org 12/8/14
play in the achievement of education for all? British Educational Research Journal, 34(6), 783-805.
Ratemo, J. (2009, October 10). Doing away with books in the classroom. Daily Standard.
Rosnaini, M., & Ismail, M. (2008). Factors influencing ICT integration in the classroom: implications to teacher education. Conference Proceedings. Sazburg, Austria.
Sarfo, F. and Ansong, K. (2011). Ghanaian Senior High School students’ access to and experiences in the use of Information and Communication Technology. Education in a technological world, 2 (4).
Sathiamoorthy, Sailesh, S. & Zuraidah, A. (2012). Principals Strategies for Leading Integration: The Malaysian Perspective. Creative Education (3) 111-115
Technology Enabled Collaboration: Pedagogy for Technology Enhancing Learning 2(5045-48.
Timothy T. (2008). Pre-Service Teachers' Attitudes towards Computer Use: A Singapore Survey. Australian journal of educational technology. DOI: https://doi.org/10.14742/ajet.1201
Tondeur, J., van Braak, J., & Valcke, M. (2013). Curricula and the use of ICT in education. British Journal of Educational Technology
Tondeur, J., Van Keer, H., Van Braak, J. & Valcke, M. (2008). Computers & Education, British Journal of Educational Technology.51, 212-223
Wabuyele, L. (2003). Understanding teachers and administrator’s perceptions and experiences towards computer use in Kenyan classrooms: A case study of two schools (Unpublished PhD dissertation), Ohio University, Ohio, USA.
Wang, Q., & Woo, H. L. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology &Society, 10 (1),148-156
Williams, M. D. (2003). Technology integration in education. In Tan, S.C. & Wong, F.L. (Eds.). Teaching and Learning with Technology 17-31: An Asia-pacific perspective. Singapore: Prentice Hall.
Wong, E. M. L., Li, S. S. C., Choi, T.-H., & Lee, T. N. (2008). Insights into Innovative Classroom Practices with ICT: Identifying the Impetus for Change. Educational Technology & Society, 11 (1), 248-265
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2018-03-01
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