Factors Influencing Integration of Computer Based Technologies in Teaching and Learning: a Case of Selected Secondary Schools in Kisii County, Kenya
study investigated factors influencing the integration of Computer Based Technologies (CBTs) in teaching and learning by teachers in secondary schools. In the recent past, Research studies indicates that CBTs is an effective means of increasing educational opportunities in Kenyan secondary schools; though most schools do not use these technologies with integration with the curriculum. Although Investments on Computer Based Technologies (CBTs) infrastructure, equipment and professional development to improve education throughout the country have been put in place in most of the learning institutions, still integrating this technology into classroom practices is still a challenge to many schools. It was critical therefore, to study the factors which influenced integration of CBTs in teaching and learning. The effectiveness of the implementation of CBTs was not depended on several factors. The factors that were analyzed included, attitude towards CBT, prior knowledge in CBT, access to CBT tools by both teachers and students and subject taught by individual teachers. Successful initiation and implementation of educational technology in schools‘ program dependent strongly on teachers‘ support and attitudes, the availability and accessibility of CBT resources, teachers‘ prior knowledge on CBT and the subject taught by individual teachers. The study used a descriptive survey design using questionnaires for teachers and group discussion questions for students as major data collection instruments, and this was specifically used on public secondary school teachers whose schools had computers. The schools with computers were purposively sampled. The data was stored in Microsoft excel and was studied using Statistical Packages for Social Sciences. Qualitative data was presented using frequency tables and percentages. The study findings were used to make recommendations on the factors influencing CBTs in teaching and learning. The recommendations were meant to assist the school education stakeholders to improve on integration of CBTs in teaching and learning. Chapter Four previews data analysis, presentation and interpretation. The data was analyzed as per the study objectives and was presented using tables and discussions were made by use of frequencies and percentages. The presentation was made based on the research objectives. Chapter five summarizes findings, discussions, conclusions and recommendations. The findings of the research report were that factors influencing integration of computer based technologies were; teachers‘ attitude, teachers‘ prior knowledge and teachers‘ access to CBT tools. They were closely related according to research findings. Recommendations were also made and these were that intensive workshops and training for teachers on CBTs should be carried out to enable all teachers to have computer knowledge. The CBT tools and facilities should be strategically placed for more accessibility to the teachers. Suggestions were also made on further research on the effect of school administration support and learner support in integration of CBTs in curriculum delivery.
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