Influence of Institutional Factors on Integration of Information Communication Technology in English Curriculum in Public Secondary Schools, Igembe-north Sub-county, Kenya

Abstract

Integration of Information Communication Technology in teaching English language in public secondary schools is dependent on various related factors. The purpose of this study was to establish influence of institutional factors on integration of ICT in English curriculum in public secondary schools in Igembe North sub-county, Kenya. The study was guided by the following objectives: determining influence of ICT resources, administrative support, teacher collegiality and time allocation on integration of ICT in English curriculum. The study was guided by the Model of ICT implementation process. A descriptive survey design was adopted, utilizing both qualitative and quantitative research methods. A sample size of 187 participants was sought using purposive and random sampling technique. Data collected using questionnaire for teachers of English and principals. Data were analyzed using descriptive statistics. The study findings revealed that majority of the secondary schools lacked adequate ICT resources to facilitate integration of ICT in English curriculum. Most of the principals cited lack of funds to support English teachers‟ refresher or in-service training. Majority of the teachers stated that collegiality with their peers enhance their efficiency in integration of ICT in English curriculum. From the study results ICT integration was not given enough time due to work overload. From the findings, the study concluded that provision of ICT resources influence integration of ICT in teaching of English. On administrative support the study concluded that majority of teachers of English did not receive adequate support for effective integration of ICT in teaching English. Teachers‟ positive attitude towards collegiality was concluded to be one of the main factor influencing integration of ICT in teaching English. Teachers workload affected integration for the lesser the number of lessons per week the more frequent ICT could be integrated while the higher the number of lessons per week the lesser the integration of ICT in teaching English. The study recommended for equal opportunities and utility of ICT equipment to teachers through regular refresher/in-service training. A recommendation was made for frequent capacity building courses for in-servicing teachers as well as intensifying pre-service training in ICT matters. A recommendation was done for school administrators to create conducive working atmosphere that motivate teachers of English to integrate ICT in their teaching. Hiring of more teachers to reduce teachers‟ lesson load is also recommended. The study also recommended that further research be carried out focusing on private secondary schools to establish their views on ICT integration in learning and teaching.