| dc.description.abstract | The purpose of the study was to examine the application of instructional technologies in
teaching and learning in public secondary schools in Kiambu Sub-County. The focus was on four
main subject matters: Availability of instructional technologies in schools, ICT application in
teaching and learning, competence by both teachers and students, perceived benefits of ICT use
and problems faced in the application of ICT in teaching. The study is closely connected to the
national educational policy which has aimed strongly at supporting the implementation of ICT in
pedagogical practices at all institutional levels. The study was informed by two theories namely
Technology Acceptance Theory (TAM) and Unified Theory of Acceptance and Use of
Technology (UTAUT). Technology Acceptance Theory assumes that beliefs about usefulness
and ease of use are always the primary determinants of information technologies adoption in
organizations. Unified Theory of Acceptance and Use of technology suggests that performance
expectancy (perceived usefulness), effort expectancy (ease of use), social influence and
facilitating conditions are direct determinants of technology acceptance (behaviour intention) and
use (behaviour). Advances in ICT in education imply teachers’ acceptance and willingness to use
technology in teaching and learning. The perceived usefulness and ease of use of any technology
determines the pedagogical application of ICT skills in teaching.
Data was drawn from a total of 51 teachers and 115 students from six public secondary
schools in Kiambu Sub- County. The research adopted a mixed methods approach to data
gathering using questionnaires and semi structured interviews to gather data from students,
teachers and principals. The data was then analysed using Exel program. It was then interpreted and inferences made and presented descriptively using pie charts, tables and percentages. | en_US |
