| dc.description.abstract | The purpose of the study was to investigate the use of ICT in improving teaching
and learning in public primary schools in Gatanga district. Five research
objectives guided the study. The study used the descriptive survey research
design. The sample comprised of 16 headteachers, 35 teachers and 377 class 8
learners. Data were gathered by use of questionnaires and were analysed by use of
qualitative and quantitative techniques. The findings were that schools did not
have IT facilities which affected the use of ICT in improving teaching and
learning in public primary schools. For example, all the schools sampled did not
have internet facilities, overhead projectors and video cassettes among other
facilities. Findings also revealed that teacher preparedness affected the use of ICT
in teaching and learning. For example, teachers had not attended in-service course
in ICT in the last one year. Teachers said that they were trained in common
packages level and were good in basic computer parts and functions such as
opening, closing and saving files, opening and renaming files. Findings also
revealed that administrative support affected the use of ICT in teaching and
learning. Findings also revealed that there were challenges that faced the use of
ICT in improving teaching and learning. Based on the findings of the study, it was
concluded that lack or inadequate ICT facilities affected the use of ICT in
improving teaching and learning in public primary schools. The study also
concluded that teachers were adequately prepared in ICT but they could not use
the skills since the schools did not have the required ICT facilities. Teachers were
trained in common packages level. They also had basic computer skills such as
opening, closing and saving files, opening and renaming files. The study also
concluded that administrative support affected the use of ICT in teaching and
learning. For example, headteachers indicated that they sometimes had an ICT
coordinator who had no other responsibility and a computer specialist who is
consulted. There were teachers who assisted pupils in using ICT in teaching and
learning. It was therefore concluded that administrative support affected the use of
ICT in teaching and learning. The study also concluded that there were challenges
that faced the use of ICT in improving teaching and learning. Schools faced major
challenges such as insufficient number of computers, difficulties in integrating
ICT in teaching and learning, scheduling computer time, insufficient peripherals
such as printers and scanners, lack of internet connection in the school, lack of
technical assistance, weak infrastructure, insufficient technical support and
prohibitive running costs. The study recommended that positive ICT for education
policy statements from the government should be put in place that will go some
way towards encouraging non-governmental donors to assist in the development
of ICT in primary schools. Regardless of the extent of the government’s direct
financial involvement in teacher training in ICT, the Ministry of Education should
none the less be working in consultation with primary schools to enhance
integration of ICT in teaching and learning. The government should formulate a
policy with specific relevance to teacher capacity building in ICT. The study
suggested that a study on perceptions of teachers on the potential of ICT in
supporting teaching and learning in primary schools should be carried out. There
is a need for a study on what are the most successful and relevant strategies for
using ICT to change teaching and learning practices in primary schools. Since the
study was carried out in a rural set up, there is need for a similar study in urban
areas to compare the findings. | en |
