| dc.description.abstract | The purpose of the study was to establish the extent to which infrastructural, physical
resources, availability of technical support influence integration of Information
Communication Technology on curriculum implementation in public secondary schools
in Mogotio Sub-County, Baringo County. The study objectives sought to establish to
what extent infrastructural support influence integration of ICT in curriculum
implementation; to what extent physical resources influence integration of ICT in
curriculum implementation; and to what extent technical support influence integration of
ICT in curriculum implementation in public secondary schools in Mogotio Sub County.
The study adopted a descriptive survey design. A questionnaire was used to collect data
from ICT teachers and/or HoD science or technical departments and principals. Data was
analyzed using descriptive statistics mainly by use of frequency tables with the aid of
Statistical Packages for Social Sciences (SPSS). Based on objective one, the study found
that a majority felt that some schools have made efforts to supply computers for the
various departments in the labs but there is still a problem with the accessibility and
maintenance; a major hindrance being lack of internet connectivity. This has rendered the
use of ICT for teaching almost impossible with a majority of the students using it (most
probably their mobile phones) mainly to seek further knowledge. Some of the other
hindrances to effective ICT integration in teaching (curriculum implementation)
mentioned were lack of training and lack of a technician who would ensure servicing and
maintenance of the computers available. As per the second objective the study revealed
that most of the participants agreed that ICT is important in ICT teachers training. Some
of the reasons given include it simplifies teaching, makes teaching enjoyable, helps ICT
teachers save a lot of time amongst others. The last objective reveals that more than half
of the ICT teachers have not received any training in ICT. Reasons given for not training
include lack of opportunities for training and inadequate time to undergo training besides
teaching. The study concludes that ICT infrastructure, physical resources, availability of
technical support, poses major factors that could affect the integration of information
communication technology in curriculum implementation in public secondary schools in
Mogotio sub-county. This need to be addressed with the urgency it requires. The study
recommends that the ICT teachers be trained on ICT use; the computers available be
serviced and programmes installed get updated; the government should develop a policy
on ICT integration at the school level; the schools should seek internet connectivity; the
schools to network important offices within so as to promote ICT use; improve on
staffing so as to curb work overload on some members of staff. This will create time for
members of staff to train on ICT; and that the schools should employ a technician, who
will concentrate on servicing and maintaining the computers available and not teaching.
Suggestions for further research recommends for wider research across the country. | en_US |
