School factors influencing integration of information communication technology in teaching and learning in public secondary schools in Homa –bay district, Kenya
The purpose of this study was to investigate school factors influencing integration of Information Communication Technology in teaching and learning in public secondary schools. The justification for this study emanated from the need to conform to the major education reforms in line with technological development of the 21st century. ICT supported education can promote the acquisition of the knowledge and skills that will empower students for life-long learning. The study objectives included: to assess the ICT infrastructure for teaching and learning in public secondary school, to determine the influence of teacher training in ICT in integration of ICT in teaching and learning, to determine the influence of teachers’ demographic characteristics towards the integration of ICT into teaching and learning and to examine the extent to which school related factors influences the integration of ICT in teaching and learning in secondary schools in Homa Bay district. The study adopted the descriptive survey design. The respondents were head teachers and teachers from each of the five major departments in secondary schools namely: humanities, sciences, languages, mathematics and technical subjects. Data collection was done using questionnaires and observation checklists which were piloted and tested for validity and reliability. Both quantitative and qualitative techniques were used in data analysis. Descriptive statistics was used to present the result of the study and general trends. The findings of the study were that the majority of the schools in Homa Bay district did not have adequate ICT infrastructure to enable them integrate the use of ICT in teaching and learning. The level of teacher training in ICT influenced integration of ICT in teaching and learning. It was also noted that teachers’ demographic characteristics influenced integration of ICT into teaching and learning. The study also revealed that school related factors like proper ICT policy, teaching load, finances and teacher development programs greatly influenced the integration of ICT into teaching and learning. The study made recommendations as follows; the Ministry of Education to invest heavily in the provision of ICT infrastructure in collaboration with the board of management (BOMs), the ministry of education to train more teachers on the use of ICT facilities and organize in service staff training programmes on the use of ICT facilities, and school administrators use of ICT facilities and school administrators to familiarize themselves with the national ICT policies in order to help them develop school ICT policies and plans that would enable them integrate ICT facilities in teaching and learning effectively. Suggestions for further research were: Comparative study be conducted in other districts in the county using similar research tools, a similar study be conducted in private schools in the district using similar research tools for comparison and a study be conducted on other factors influencing integration of ICT in secondary schools in Homa-Bay district other than school factors.