Teacher factors influencing integration of information and communication technology in teaching and learning in public secondary schools in Samburu north sub-county, Kenya
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xiii Abstract Information and Communication Technology (ICT) beca me a vital educational tool intended to achieve quality and equity in curriculum implementation mainly at the school level in Kenya . The acquisition of 21 st century pedagogical skills depended on availability of teachers with suitably train ing in ICT integration and equipped with adequate ICT infrastructure for sustainable implementation of curriculum at the classroom environment. The teachers however seemed generally reluctant to integrate ICT in teaching and learning eve n though the Ministry of Education, Science and Technology (MOEST) offered ICT facilities to a selected number of public secondary schools. This study therefore aimed at providing significant information on teacher factors influencing ICT integration in te aching and learning in pub lic secondary schools in Samburu North Sub - County . Th e study sought to investigate an extent to which training of teachers, age of teachers, experience of teachers, gender of teachers and attitude of teachers influence ICT integra tion in teaching and learning. The research project was guided by a descriptive survey design . The target population constituted 60 teachers , 6 deans of study and 6 principals of public secondary schools in Samburu North Sub - County. The target population w as sampled and selected using cluster and judgement sampling procedures. The research instrument s used w ere a questionnaire and an interview schedule. A descriptive statistics was used to analyse data and presented on tables, pie charts, bar graphs and cal culated using percentages as well as weighted mean with the help of SPSS . Besides, a qualitative data was presented through descriptive statistics. The key findings of the study indicated that training of teachers influenced an extent to which teachers acc essed and used technologies in teaching and learning . The study had therefore found that training teachers on ICT inte gration could enhance competency and self - efficacy to utilize the new technologies. The study also found that young teachers aged less tha n 30 years were found to be more interested in technologies while teachers aged above 30 years were less enthusiastic to access and use technologies. The study thus concluded that teacher age determines the level of adoption and usage of ICT in the classro om . The study moreover found that length of teachers‟ work experience in teaching service did not considerably influence ICT integration in teaching and learning. The study recommended the MOEST to offer student - teachers with adequate practical teaching us ing instructional technologies. The study also found that teacher‟s gender, either male or female, influenced ICT use in teaching and learning . The study revealed that male teachers were able to access and use computers in teaching activities more than fem ale teachers. The study thus recommends the MOEST to offer full scholarships to equal number of men and women enrolled in ICT - related courses. On attitude, the findings revealed that teachers had positive attitude towards ICT integration in classroom activ ities. The study recommended that the MOEST should train teachers on ICT integration and supply ICT facilities to schools to encourage regular use of instructional technologies in classroom practices .