| dc.description.abstract | This research project aims at investigating the factors that influence the use of ICT in the teaching process in four secondary schools in Kenya. Three of the schools chosen are situated in Central Province and the other in Nairobi province. The research was carried out under the umbrella of a continent wide research known as the Panafrican Research Agenda on the pedagogical Integration of ICT. Kenya is one of the eleven partner countries with the specific involvement of the School of Continuing and Distance Studies.
The broad objective of the Panafrican Research Agenda is to better understand how the pedagogical integration of ICT can improve the quality of teaching and learning in Africa. The study specifically establishes how the four key factors act as drivers 'and act as barriers to the integration of ICTs in the teaching process in the four schools under study. The focus of this study is the teacher. The literature review delves into various factors as categorised from past research studies carried out in this area from around the world. Two broad categories are discussed: external factors, which are outside the influence of the teacher and internal factors which have to do with the teacher.
The research design used is exploratory in nature and methodology employed is qualitative in nature. Four schools are conveniently selected for the study. The main findings are that teachers feel the main barriers to integration of ICT in education are resource related with institutional policies and strategy also playing a contributory role. The main drivers of ICT integration in teaching process identified are mainly to do with support systems and positive response from students.
In conclusion, varying success in using ICT in the teaching process has been realised in three schools where external factors are quoted as main drivers in the integration of ICT in the teaching process while one school is still grappling with the integration of ICT in the teaching process due to challenges which are mainly from external factors.
Recommendations from the study include providing resources modelled at school level, developing effective policies at school level that encourage teachers to use computers in the classroom, facilitating and reward teachers who participate in continuous professional development programs which encourage teaching with ICT and ensuring integration of ICT in the teaching process transforms the way students acquire knowledge. | en_US |
