Factors Influencing Teacher Participation In Integration Of ICT In Teaching And Learning In Public Secondary Schools In Gatundu South Sub-County.

Abstract

This research focuses on factors influencing integration of ICT in teaching and Learning in secondary schools in Gatundu South Sub County, Kiambu County, Kenya. Research has not been exhaustive especially on the area of ICT integration in teaching and learning in secondary schools. In particular, not very much research has been conducted in Gatundu South Sub County on levels of ICT integration in teaching and learning in secondary schools. To fill this gap, this study focused on teachers and principals and carried a study into the extent of their integration of ICT in teaching and learning process in Gatundu South Sub County. The study was guided by the following objectives; to determine the extent to which the teacher lesson workload influence integration of ICT in teaching and learning, to explore how ICT infrastructure influence teacher participation in integration of ICT in teaching and learning, to establish the extent to which teacher training influences integration of ICT in teaching and learning and to assess how the school administration influence ICT integration in teaching and learning in Gatundu South, Kiambu. The study adopted a descriptive survey design. The target population for this study was 448 teachers and principals. A sample size of 143 participants comprising of 11 principals and 132 teachers was used for the study. The data for this study was collected using two types of questionnaires one for teachers and the other for principals. Data analysis was performed using descriptive statistics, frequencies and percentages were used to analyze quantitative data. From the study it was established that teacher demographics (age, gender, academic qualifications and experience) are not the only factors that determine the use of ICT. It was established that majority of the teachers had used ICT in one way or the other and were able to apply the same in class. It was also established that many teachers had many lessons to teach in a week thus had inadequate time to prepare for ICT related lessons. There were inadequate computers in most schools and unreliable internet connection as the main infrastructural challenges. It was also established that school management support in integration of ICT in teaching and learning was below average. From the findings, it was concluded that integration will only be successful if all schools are equipped with adequate and modern computers as well as a reliable internet connectivity. Teachers be increased by the Teacher Service Commission to reduce teacher workload and school managers to support the programme in their schools by providing clear policies and required infrastructure. It was recommended that the MOE should ensure that all secondary schools are provided with ICT infrastructure of high quality, ICT training of teachers, employment of more teachers and school partnership with NGO’s for provision of facilities.