Asseesment Of Teacher-Based Factors Influencingict Integration In Teaching And Learning In Public Primary Schools In Kajiado North Sub-County, Kenya.

Abstract

The ultimate aim of this research was to investigate the teacher-based factors that influence the integration of ICT in public primary schools in Kajiado North sub-county. It also focuses on the strategies that could be adopted to improve the ICT application in teaching and learning processes in these schools. The research had five objectives, namely, to establish how teacher training influence ICT incorporation in learning processes in primary schools in the sub- x County , to examine how the age of teachers influence ICT integration in the public schools, to evaluate how teachers’ attitude impact on the ICT incorporation in learning processes in public primary schools, to examine the teacher-gender influence ICT incorporation in learning processes in the public primary schools, and to make recommendations for policy development regarding ICT integration. In order to achieve the objectives of this research, samples were collected randomly from teachers and questionnaire filled to obtain data. An interview guide for the head teachers was also used. Data obtained was analyzed using SPSS using descriptive statistics, specifically the arithmetic means, percentages, and frequencies. These analyses were then represented in tables and graphs. From the study, it was established that the training of teachers on ICT was very important since it influenced their readiness to ICT incorporation in learning processes. The study also established that younger teachers of age bracket less than 30 years mostly had access and used computers than older teachers aged 41 years and above. Male teachers owned and used computers more than the female teachers and also the teachers had a positive attitude towards ICT incorporation in learning processes. Some of the recommendations given are: ICT workshops and training to be organized so as to reinforces the ICT skills of the teachers and head teachers, ICT to be a compulsory subject in teachers training colleges, the Ministry of Education, Science and Technology (MOEST) should equip all public primary schools with ICT infrastructure so as to encourage the female teachers to adopt the use of these technologies and finally teachers to be motivated with allowances and awarding of certificates to teachers who have undergone ICT training.