Factors influencing integration of computers in teaching in public secondary schools in Nairobi Province
Ocharo, Franklin K.
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The objective of the study was to assess the teacher, technological and organisational factors influencing integration of computers in teaching in public secondary schools in Nairobi province and recommend steps that can be taken to enhance this. During this study, descriptive survey method was used. A sampling frame of 76 public secondary schools -drawn from ministry of education was used. Proportional sampling was used to randomly select a sample of 44 schools to ensure that there were proportionate representative schools from each district in Nairobi province. The survey was responded to by 123 teachers from 43 schools. Data was collected by use of a questionnaire and analysed by use of descriptive statistics, tables, graphs and charts. Data analysis software used was Statistical Package for Social Sciences (SPSS) and Ms Excel spreadsheet. The key findings of the study were that accessibility to computers, insufficient technical support, use of very old or faulty equipment, lack of an K'T manager in the school and the perceived use of computers as additional work by teachers hindered integration of computers in teaching in secondary schools in Nairobi. Most teachers also believed computers are not suitable for teaching their subjects requiring refresher courses to enable them integrate computers in teaching. Support from the school management, parents and the government were seen to boost integration levels. The study's conclusion was that accessibility to computer equipment, old and slow or faulty computers, lack of technical support, lack of a clear vision and plan of computer integration, lack of an leT manager and lack of refresher courses for teachers especially in new and emerging technologies and how to use computers in teaching as key factors hindering the integration of computers in teaching in secondary schools. The perception that use of computers in teaching will improve students performance and not require more time in covering course content coupled with the support from the different stakeholders have well positioned computers for integration in teaching. The study recommends more effort in assisting schools acquire high quality computers and checking on stakeholders using schools as dumping ground for old and faulty computers. The ministry of education should also establish a policy to encourage schools set up a clear vision and plan for computer integration that can be used to direct effort towards computer integration in teaching. Schools should also set up refresher training courses focussing on any new and emerging technologies and training teachers on how to integrate computers in teaching of their courses. Finally, schools should be encouraged to hire an K'T manager who will assure administrative and pedagogical support for teachers. Further research should be undertaken on the impact of computer integration to students' performance and what other factors influence the impact computer integration will have on students' performance. Further research is also required on how use of computers in teaching should be moderated.