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Abstract
Information and
Communication Technology (ICT)
beca
me a vital
educational
tool
intended
to achieve
quality and equity in curriculum implementation
mainly at
the school level
in Kenya
.
The acquisition of 21
st
century pedagogical skills depended
on
availability of
teachers
with
suitably
train
ing
in ICT integration and equipped
with
adequate ICT infrastructure for sustainable implementation of curriculum at the
classroom environment. The
teachers however seemed generally
reluctant to integrate
ICT in teaching and learning eve
n though
the Ministry of Education, Science and
Technology (MOEST)
offered ICT facilities to a selected number of
public secondary
schools.
This
study
therefore
aimed at providing significant information on teacher
factors influencing ICT integration in te
aching and learning in pub
lic secondary
schools in
Samburu North Sub
-
County
.
Th
e
study sought to investigate an extent to
which training of teachers, age of teachers, experience of teachers, gender of teachers
and attitude of teachers influence ICT integra
tion in teaching and learning. The
research
project
was guided by
a
descriptive survey design
.
The
target population
constituted
60
teachers
,
6
deans of study and
6
principals
of public secondary schools
in Samburu North Sub
-
County.
The target population w
as
sampled
and selected
using
cluster and judgement sampling procedures. The research instrument
s
used w
ere
a
questionnaire and an interview schedule.
A
descriptive statistics
was used to analyse
data
and presented on tables,
pie charts, bar graphs and
cal
culated using percentages
as well as
weighted mean
with the help of
SPSS
.
Besides, a
qualitative data was
presented through descriptive statistics.
The key findings of the study indicated that
training of teachers influenced an extent to which teachers acc
essed and used
technologies in teaching
and learning
. The study had therefore found that training
teachers on ICT inte
gration
could
enhance competency and
self
-
efficacy to utilize the
new technologies. The study also found that young teachers aged less tha
n 30 years
were found to be more interested in technologies while teachers aged above 30 years
were less enthusiastic to access and use technologies. The study thus concluded that
teacher age determines the level of adoption and usage of ICT in
the classro
om
.
The
study moreover found that length of teachers‟ work experience in teaching service did
not considerably influence ICT integration in teaching and learning.
The study
recommended
the MOEST to
offer student
-
teachers with adequate practical teaching
us
ing instructional technologies.
The study also found that teacher‟s gender, either
male or female, influenced ICT
use in teaching and learning
. The study revealed that
male teachers were able to access and use computers in teaching activities more than
fem
ale teachers.
The study thus recommends
the MOEST
to
offer full scholarships to
equal number of men and women enrolled in ICT
-
related courses.
On attitude, the
findings revealed that teachers had positive attitude towards ICT integration in
classroom activ
ities. The study
recommended
that
the MOEST should
train teachers
on ICT integration
and supply ICT facilities to schools
to encourage regular use of
instructional
technologies in
classroom practices
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