Factors influencing implementation of Information and Communication Technology in secondary schools in Butere District, Kakamega County
Orodho, Robert Alif E.
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This study sought to determine the factors that influenced implementation of ICT in secondary schools in Butere district, Kakamega County. To achieve this, the study used the following objectives: To assess how availability of trained staff influenced implementation of ICT in secondary schools in Butere district, to examine how the availability of facilities influenced implementation of ICT in secondary schools in Butere district, to determine how learner's attitude towards ICT influenced its implementation in secondary schools in Butere district and to evaluate how teacher's attitude towards ICT influenced its implementation in secondary schools in Butere district. The study used descriptive survey design in Butere District of Kakamega County in the Republic of Kenya. The target population was 195 teachers and 1020 form threestudents in 22 secondary schools in the study area. A sample of 264 persons comprising of 6 principals, 61 teachers and 197 form three students were chosen using simple random and purposive sampling techniques. Data was collected using three structured questionnaires for students, teachers and principals. After data collection, the responses were organized, coded and entered into the computer for analysis using descriptive statistics. The descriptive statistics included percentages, means and standard deviations. The collected data was analyzed using Pearson's correlation moment, presented in cross tabulation, interpreted and discussed in relation to the study objectives. The study found out that adequate skills in ICT made the technology to be embraced, accepted and readily adopted. Similarly, it was found out that students' level of computer expertise in basic skills was higher than that of their teachers which was an indicator that learners were more than ready to accept ICT integration in secondary school curriculum. It was also found out that availability of computers and ICT infrastructure had positive correlation to students' and teachers' attitude towards ICT acceptance. Therefore, more exposure to computer facilities speeded up ICT implementation in secondary school curriculum. It was therefore concluded that adequate trained teachers in ICT, adequate number of computer infrastructure and positive attitude towards computer technology led to implementation of ICT in secondary schools in Butere District. The study recommended that there was need to revitalize the existing ICT policy with a view of enhancing its effectiveness. Similarly, both the teachers and parents had a great responsibility in enhancing ICT use in schools through funding to enhance acquisition of computers and ICT infrastructure.