Factors influencing integration of Information and Communication Technology in teaching and learning in secondary schools in Mathioya District of Central Province, Kenya
Karimi, Elijah K
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The study explored factors influencing integration of leT in teaching and learning in secondary schools in Mathioya District. The data was collected by means of questionnaires from 52 teachers, and interviews from four principals. Observation was also used to confirm presence of lCT infrastructure. The objectives ofthe study were; to establish the influence of' ICT infrastructure and access to integration of lCT in teaching and learning, to examine influence of teachers' lCT knowledge and skills on integration of lCT in teaching and learning, to investigate the extent to which technical support influence integration of lCT in teaching and learning and to establish the influence of teachers' time on integration of' ICT in teaching and learning. The findings indicated scarcity of lCT infrastructure. The cost of both software and hardware are quite prohibitive and therefore majority of schools cannot afford them nor cope up with cost of technology sustainability in terms of purchase, upgrading and maintenance. Majority of teachers view capacity as far lCT skills are concerned as a factor that influences adoption of lCT in their daily practices. Teacher education program were not modeled to provide prospective teachers with lCT knowledge and skills that support use of technology in educational setting. lCT support was found to be crucial if teachers have to work without disruption through having to fix software and hardware problems. Technical support was lacking in almost all schools. From the findings, it was noted that teachers make little use of lCT due to lack of time. They felt huge teaching load left them with little or no time to prepare and experiment with digital materials for use in classroom. From the findings, majority of teachers believed that lCT is a vital tool that improves efficiency and effectiveness in teaching and learning. However, they felt that to realize the full benefits that lCT can bring, a batch of factors has to be addressed. The study recommends government intervention to ensure equity in terms of provision of quality education by allocating funds to cater for lCT programs, facilitate continuous and sustainable professional development and review of curriculum to take into account current technological changes and their impact in the society.