A framework for harnessing Ict resources use to improve the academic performance of secondary school students in Kiambu sub- county
Life today is dominated by technology. In order to achieve vision 2030 and get to the era of globalization, our schools needs to effectively and efficiently utilize ICT resources and enhance flow of information. This study developed a framework for harnessing ICT resources use in Kiambu Sub-County. In order to develop a framework, the study examined whether availability of ICT resources has an outcome on students academic performances, examined extend of availability of ICT resources in schools and identified the challenges for harnessing ICT resource use.The study was guided by three educational theories namely: Behaviorist theory by B.F. Skinner, social learning theory by Albert Bandura, and constructivist theory by Seymour. Four frameworks reviewed include analytical framework by Roger Blamire used for the integrated analysis; Kang’s model on impacts of ICT use on school learning outcome dealing with factors influencing ICT use and educational performance of learners; Bilbao-Osorio’s model which is used to define appropriate method for measuring the impact of ICT on teaching and learning process and Marcelo Cabrol and Eugino Severin’s framework which is used to support the design, implementation, monitoring and evaluation of ICT projects in schools. The study adopted an ex-post facto approach using descriptive survey design. Eight public secondary schools in Kiambu Sub-County were targeted. Stratified sampling design was used to select the schools. Questionnaires were administered to teachers, students and school principals. Data collected was analyzed using descriptive and inferential statistics. The tools used to analyze are frequency tables with percentages, mean, standard deviation, correlation, t-test and CHI-square test. The findings show that harnessing ICT resource use in Kiambu Sub-County was still very low due to a number of huddles. The huddles are: limited availability of different ICT resources, limited ICT infrastructures, teacher’s and student’s lack ICT skills, lack of interest by teachers and absences of technical support.