Challenges facing teachers and students in the use of instructional technologies: a case of selected secondary schools in Kisii central district, Kisii county (original) (raw)
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2013
In this era of information technology, the role of teachers is changing from providing information to organizing the entire learning process. This is mainly because, learners can easily access any information they need by use of instructional technologies such as Internet, Mobile phones and graphics, unlike in the past where text books were the only source of information. Technology is very essential in the instruction of students in secondary schools today and this is especially so in a developing country like Kenya. Instructional technologies enhance mastery of the content, provide information as comprehensive as possible in different formats and provide teachers with a variety in presentation of content. The rationale was based on the view that properly designed learning materials inspired by instructional technology and delivered by technology add value to a teaching situation where contact hours are limited. The curriculum needs, academic standards and the development of digital age skill for the 21st century learners. The literature review focused on the meaning and use of instructional technologies in teaching and learning in institutions in Kenya and other parts of the world. However, it did not address the use of instructional technologies in secondary schools. This was a descriptive survey design. Despite the importance of instructional technologies, Kenyan secondary schools face challenges. A study was conducted in ten purposively selected secondary schools in Kisii Central District, Kisii County between March 2011 and March 2012. Data was collected using questionnaires, interview schedules and observation schedules. The obtained data were analyzed systematically using descriptive statistics and presented with the help of frequency tables, graphs and percentages. The study findings revealed that teachers were influenced by availability of instructional technologies, knowledge and skills in use. Findings also revealed myriads of challenges faced by teachers and students. Finally, it is paramount that teachers plan teaching, and learning which applies technology to maximize students learning.
2012
Information communication technology (ICT) is a major drive in most world economies. It has been used in almost all the sectors of the economy. In developed countries like United States and Canada it has been incorporated in the education sectors as a tool for administration, management and in curriculum for both teaching and learning processes in most developing countries like Kenya, hence the study was geared towards secondary schools in Nyandarua south District, Nyandarua county, seeking to establish constraints in the use of ICT in teaching and learning processes in the area. It also sought to find out the level of ICT infrastructure
CHALLENGES FACING SCHOOLS IN KENYA IN INTEGRATING TECHNOLOGY INTO THE CURRICULUM
Schools in Kenya face challenges in all aspects of education. Technology integration in the classroom is not immune to the challenges faced by educators. The challenges affecting technology integration in many public and private schools today are numerous and unprejudiced. In order to overcome these challenges, administrators, teachers, students and community members must first identify the causes behind technology integration failures and then take shared responsibility in developing technology framework that will most benefit stakeholders. Technology can make a difference in how and what students learn. Technology is one piece of the puzzle that can support educational change, but technology will have little impact without accompanying reform at the classroom, school, district, provinsional, and national level. Over the years, schools have spent millions of shillings equipping their schools with the latest technologies, but often without a thoughtful plan of how their use would impact learning and teaching. Computers, like other technologies when they were new such as radio, television, motion pictures, and video were expected to substantially change education simply by making it more exciting and interactive.
JOURNAL OF SOCIAL SCIENCE RESEARCH, 2015
The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The objective of this study was to examine availability of ICT tools for use in enhancing teaching and learning.A descriptive survey design was used. Data from the field was collected through the use of questionnaire and an observation schedule. From the sample area of study, there were 320 students drawn from form four. In addition, 24 teachers, and 8 principals were purposively selected to fill questionnaires designed for them. Reliability of the instruments was addressed through piloting in 5 schools and reliability coefficients were obtained by subjecting the instruments to a Split-half Technique and Spearman “Brown Prophesy formula†.To ensure face and content val...
Integration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrializIntegration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrialized nations in the world to equip their learning institutions with computers and employing professional tutors to assist students become proficient and efficient in technology. ICT in education improves instructional delivery process hence enhancing learners’ participation during teaching and learning process. Developed nations like USA have invested so much on research and publications on ICT related areas for use in their educational institutions. In 1995, the USA government bought more than one million computers to be used in elementary schools and over fifteen million in secondary schools. As reported by Chin and Bergheim (1984), the US government’s fiscal year of 2001 budgeted over 529millionforcomputertraininginschools.InresponsetotheEducationReformActof1988,theBritishgovernmentspentover529 million for computer training in schools. In response to the Education Reform Act of 1988, the British government spent over 529millionforcomputertraininginschools.InresponsetotheEducationReformActof1988,theBritishgovernmentspentover324 million in sponsoring the use of computers in schools’ management and administration. Britain and United States have been spending so much on ICT in education since then as well as other industrialized states. Developing countries have recently started to embrace ICT through construction of ICT enabled environments equipped with internet connectivity technologies. These ICT technologies facilitate connection of different learning institutions in order to exchange/share learning materials, enhance academic performance in education and improve cultural understanding among different people worldwide. Kenya has the potential of being among the major world market players in ICT by reinforcing her ICT policy in secondary schools through the ministry of education. ICT may act as a: supporting tool during instruction delivery process; management tool for economic development and high technological instrument for development. This research was aimed at exploring the impact of information and communication technology in teaching and learning in Kenyan public secondary schools.
2015
ACKNOWLEDGMENT I am grateful to God for seeing me through my studies. It has taken God to balance work, family and studies. I wish to express my gratitude to all university lecturers who have participated in the course of my study. Special thanks to my supervisor Dr. George Gathigi for his dedication, insight and guidance in writing this research project. Thanks to my family for support, patience and perseverance during the entire period of my study. Your love, encouragement, inspiration and patience are highly valued.
Impact of Information Communication Technology on Education-Kenya
Journal of Information Engineering and Applications, 2013
Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supplyparticularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future.
Digital Platform Skills for Teachers in Public Primary Schools in Homa Bay County, Kenya
Journal of education and practice, 2022
The purpose of this study was to establish the readiness of headteachers and teachers in integrating Digital Literacy Programme (DLP) in teaching and learning in public primary schools in Homa Bay County, Kenya. Digital Literacy Programme was a project that was introduced and funded by the Government of Kenya for all public primary schools in Kenya. Methodology: The study adopted both qualitative and quantitative survey research designs. A population of 845 head teachers and 6529 teachers were involved in the study. Some 85 head teachers and 362 teachers were sampled for the study. Questionnaires and interviews were the main research instruments used for the study. The reliability coefficient for the piloted teachers stood at 0.96 while that of the head teachers' coefficient was reported at 0.95. The quantitative research data was analyzed using SPSS and presented in tables, frequencies and percentages. Interviews were recorded, transcribed, organized into main themes and reported. Findings: Majority of the respondents who were teachers, (41.6%), could only write using a digital device. Most head teachers, (34.2%), preferred tablets contrary to the preference of the majority of teachers, 31.4%, who cited desktop computers for online teaching and learning. The study also revealed that the majority of teachers and head teachers felt insecure with the digital devices in schools. Unique Contribution to Theory, Policy and Practice: Introduction of digital learning in the Kenyan education sector did not meet the required threshold but was timely. Challenges were met here and there. Both teachers and headteachers were struggling to cope with the modern teaching and methods that required the integration of technology in the teaching and learning process. However, with continuous practice, the digital gaps were set to close in Kenyan schools. In line with the Kenyan ICT Policy of 2006 on electronic learning, the promotion and development of
Information and communication technology (ICT) has been described as 21st century tool that can improve teaching and learning in the classroom. ICT stands for many different types of electronic systems which include radio, television, digital camera, computer, satellites, electronic communication linkages and related software. The use of ICT, particularly the computer and its related software in the classroom for the purposes of teaching and learning has been increasing in popularity since invention of the digital computer. Further literature shows that the use of the computer for classroom teaching is not uniform the world over; with the developed world using it more than the developing world. In Kenya the use of computers in the classroom for teaching subjects other than computer studies is not well documented. The aim of this study was to find out how Mathematics and Science teachers in Kitui district integrated ICT (computer) in their teaching. The study employed mixed methods approach so as to get a better understanding of the problem of integration of ICT in the teaching of Mathematics and Science. Data was collected by use of a survey questionnaire which was completed by 36 MS teacher; observation schedules where eight MS teachers were observed teaching in the classroom, and interview schedules where five MS teachers were interviewed. After the data was analyzed it showed that MS teachers had a positive perception of integrating ICT in their teaching although they had low ICT skills. The results further revealed that teachers do not usually integrate ICT in their teaching possibly due to the low ICT skills and the inadequacy of computers. The study therefore recommends that teacher ICT skills need to be improved. Also schools need to provide adequate computers so that all teachers and students have a chance of using them for teaching and learning.