| dc.description.abstract | This study researched the environmental and classroom factors affecting the adoption of
ICT in schools with regard to the Kenyan One Laptop per Child project that the
government intends to roll out in primary schools. The objectives of the study were to
establish the environmental and classroom factors affecting the adoption of ICT in
Kenyan schools and investigate the expectations of key stakeholders regarding the
project. The study aimed to inform the implementation policy of the Kenyan program.
The study followed the systems theory that ICT in education should be studied through a
multi-sectorial approach that considers all key stakeholders as integral to successful
integration of ICT in schools. The study used secondary data through an extensive
literature review of national ICT programs for schools from other countries to identify
success stories and challenges facing the programs to extract recommendations for the
Kenyan project. The study utilized a mixed research design to obtain primary data of
qualitative and quantitative nature. 143 students from five schools in Embakasi
Constituency, Nairobi County were surveyed and key informants drawn from teachers,
parents, education officials and civil society actors involved in ICT education programs
were interviewed. The key findings of the study were that more preparations are required
to effectively integrate ICT in schools, specifically in terms of infrastructural e-readiness,
curriculum development and pupil and teacher preparation. Key recommendations
include incentives for teachers to adopt technology and a reconsideration of the current
one-to-one approach targeting Class 1 pupils to a more cost-effective and equitable model
such as shared computer laboratories. | en_US |
