dc.contributor.author | Njagi, Rosemary N | |
dc.date.accessioned | 2013-06-15T11:18:31Z | |
dc.date.available | 2013-06-15T11:18:31Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Njagi, RN, Oboko RO. 2013. A Monitoring and Evaluation Framework for the Integration of ICTs in Teaching and Learning in Primary Schools in Kenya. . Journal of Education and Practice. | en |
dc.identifier.uri | | |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/34411 | |
dc.description.abstract | This research project presents a research study on Information and Communication
Technologies (ICTs) integration in primary school education as it sought to develop a
Monitoring and Evaluation Framework for the integration of ICTs in Teaching and
Learning in Primary School education in Kenya. This was achieved through
determining various facets of ICTs use in primary schools, establishing the role of
school management in ICTs integration in primary schools, determining how ICTs
can best be used in the teaching methodology in primary schools and finally
determining fundamental ICT skills required by a teacher for ICT integration in
teaching in primary schools. Quantitative methods were used where descriptive and
inferential statistical analyses were applied for research with questionnaires being
used as the main tool for data collection. Through the data analysis and key findings
the researcher came up with recommendations which were used to develop the
Monitoring and Evaluation Framework.
The study revealed that 75.7 percent of the teachers who participated in the study
were trained in ICT while 18.9 percent did not have any training in ICT. At the same
time, only 32.4 percent of the head teachers were established to be trained in ICT
while a larger percent, 64.7 were not trained in ICT. This implied that most of the
head teachers do not have sufficient knowledge to manage the processes of ICTs
integration in teaching and learning. Furthermore, the mean for integration of ICTs in
the primary school curriculum was established to be 2.43 which asserted that the level
of integration is quite low in terms of availability of computers for use by teachers
and pupils. Moreover, it was also determined that the Government do not provide
enough support to teachers in the integration of ICTs in teaching and learning which
in turn makes the integration process difficult.
The paper concluded by providing recommendations which emphasized on the need
of teachers to be trained in basic and advanced ICT skills in order to technologically
empower them in integrating ICTs, the need for strong infrastructural foundations in
order to facilitate the ICTs integration process, and the need to have enough support
from the Government and other stakeholders to ensure continuity in the ICT
integration process. Most of all the research recommended the need to have a solid
Monitoring and Evaluation Framework to support the integration of ICTs in the
teaching and learning process in primary schools in Kenya. | |
dc.language.iso | en | en |
dc.title | A Monitoring and Evaluation Framework for the Integration of ICTs in Teaching and Learning in Primary Schools in Kenya | en |
dc.type | | en |
local.publisher | School of computing and informatics, University of Nairobi | en |