| dc.description.abstract | Information and Communications Technologies (ICTs) entail the convergence of computers,
telecommunication and audio-visual systems. In this study, the term ICTs was used to mean
the use of computer hardware, software, networking and the Internet, and other media of
communication such as television, radio, newspapers and cell phones. The objectives of this
study were to establish the extent of implementation of ICTs in rural secondary schools in
Igembe and to identify the factors which are affecting implementation of the ICTs in Igernbe
secondary schools.
A census study was conducted at the 38 schools out of 40 secondary schools in Igembe
district. To collect data the researcher used a structured questionnaire that was personally
administered to the respondents. The respondents were the school principals, computer
course teachers or any other knowledgeable teacher in the respective secondary schools.
These individuals were chosen as they are expected to be more knowledgeable and therefore
in a position to provide the knowledge being sought. In this study, data was analyzed using
frequencies, mean scores, standard deviations, percentages, Friedman's test and Factor
analysis techniques.
The researcher found out that over 50% of the Igembe secondary schools had not yet
acquired computers and none had the Internet connection. The study indicated that cost of
connection, lack of; computers, technical support, electricity and telecommunication links
contribute to the lack of Internet connection. ICTs were mainly used for; mailing and chatting
with peers, leisure and entertainment, office work, and students' information search. The
factors that affect ICT implementation were categorized as; inadequate funding, unconducive
ICT environment, improper ICT strategies and supportive resource.
The 52.6% of the schools in Igembe district are five years and younger, this connotes that the
school resources are being used in development of the physical infrastructure such as
buildings, hence, 60.5% of the schools in the district have not yet acquired any computer. The
extent of implementation and ICT usage in Igembe district was limited to the traditional ICTs
such as radios, television sets, news papers- and just a few computers. The researcher
identified one of the major factors hindering implementation of ICTs as lack of funding, thus
the government and NGOs should come up with an affirmative action geared towards
automation and revolutionizing education systems using ICT by providing finances and
expertise to the schools. | en |
