| dc.description.abstract | Life today is dominated by technology. In order to achieve vision 2030 and get to the era of
globalization, our schools needs to effectively and efficiently utilize ICT resources and enhance
flow of information. This study developed a framework for harnessing ICT resources use in
Kiambu Sub-County. In order to develop a framework, the study examined whether availability
of ICT resources has an outcome on students academic performances, examined extend of
availability of ICT resources in schools and identified the challenges for harnessing ICT resource
use.The study was guided by three educational theories namely: Behaviorist theory by B.F.
Skinner, social learning theory by Albert Bandura, and constructivist theory by Seymour. Four
frameworks reviewed include analytical framework by Roger Blamire used for the integrated
analysis; Kang’s model on impacts of ICT use on school learning outcome dealing with factors
influencing ICT use and educational performance of learners; Bilbao-Osorio’s model which is
used to define appropriate method for measuring the impact of ICT on teaching and learning
process and Marcelo Cabrol and Eugino Severin’s framework which is used to support the
design, implementation, monitoring and evaluation of ICT projects in schools. The study adopted
an ex-post facto approach using descriptive survey design. Eight public secondary schools in
Kiambu Sub-County were targeted. Stratified sampling design was used to select the schools.
Questionnaires were administered to teachers, students and school principals. Data collected was
analyzed using descriptive and inferential statistics. The tools used to analyze are frequency
tables with percentages, mean, standard deviation, correlation, t-test and CHI-square test. The
findings show that harnessing ICT resource use in Kiambu Sub-County was still very low due to
a number of huddles. The huddles are: limited availability of different ICT resources, limited
ICT infrastructures, teacher’s and student’s lack ICT skills, lack of interest by teachers and
absences of technical support. | en_US |
