| dc.description.abstract | The ministry of education science and technology has a national ICT education policy and strategy which endeavours to work with stakeholders to ensure implementation of E- School initiatives and to promote the expanded use of ICT as a tool for effective management, research and development at all education levels and use of internet for educational training
and research. The purpose of this study was to establish the key factors that are affecting implementation of lCT integration in Westlands District of Nairobi County. The objective of this study was to establish and analyze factors affecting implementation of ICT in schools. It assessed the influence of available infrastructure, skilled technical staff, National education ICT policy and strategy and attitude of staff and management towards the integration of ICT in educational institutions in Westland's District of Nairobi County.
The study adopted a survey research design. The sampling unit was 5 randomly selected schools. From each school, all the five principals were interviewed using questionnaires. Seventy five teachers were selected to be interviewed using random sampling technique. This amounted to a sample size of 80 subjects. The population for these groups in Westlands district of Nairobi province was 481-four hundred and eighty one. The data collection instruments were questionnaires for principals and teachers. Data generated was analysed and presented in verbatim form, tables and figures.
The study was intended to help policy makers including the ministry of education and other stakeholders to understand and deal with the challenges involving efforts to integrate ICT in teaching and learning. They were in tum to design ways to ensure that ICT is embraced and adopted in the secondary schools. In piloting the study, test retest technique was used. Questionnaires were administered to two teachers from two institutions and then administered again after a week in order to test for reliability of data collection instrument.
The findings of the study have shown that the government has provided a process of facilitating availability of ICT equipment and their accessibility to teachers on demand. Most schools are employing technical support to assist the teachers who have no or little trouble shooting skills to handle technical problems. However some schools reported that they rely on external
staff for maintenance of their lCT equipment. KIE was found to be doing a lot to implement the governments lCT policy through production of relevant and quality curriculum support material. The response of many school managers and teachers indicated a big support for lCT use but only in records management whereby setting exams, doing reports and analysis of exams was the most common application in most schools.
Very few teachers used lCT to search for relevant information for use in teaching of curriculum content and continue to re-ligiously use the recommended texts. This study concluded that the four variables studied affect the implementation of lCT either positively or negatively depending on their availability or non availability and stakeholders need to be sensitised on the need to apply them to ensure successful implementation of lCT in the secondary schools.
The key recommendation of this study is that further research on the same topic be done after four to five years to check out the milestones achieved because as was found out a lot is being done by the government to ensure lCT in teaching and learning. The ministry of education should find ways of collaborating with stakeholders and welcome more donors to supplement its effort in implementation of lCT use in teaching and learning. Complete integration of lCT in the learning process and the total adoption of its use and application by teachers as a teaching and learning resource should be the key focus of the, ministry of education. Equipping schools with lCT infrastructure will not result to successful integration and therefore all the stakeholders should receive capacity building and have the right attitude towards this technology's ability to make teaching and learning easier and more learner centred other than the traditional teacher centred one. | en_US |
