https://kerd.ku.ac.ke/handle/123456789/22 2026-08-10T05:18:58Z 2026-08-10T05:18:58Z Munala, Eshery Ondiek, Collins Oduor https://kerd.ku.ac.ke/handle/123456789/1698 2020-07-08T10:12:48Z 2020-05-05T00:00:00Z

Exploring Teacher’s Role in ICT Implementation for Learner Progress Monitoring in Secondary Schools in Nairobi County, Kenya Munala, Eshery; Ondiek, Collins Oduor The study objective was to determine the role of the teacher in ICT implementation for learner progress monitoring. The study was based on the social and cognitive constructivist theory. The target population constituted 10 teachers of public secondary schools. The target population was sampled and picked using purposive sampling technique. A questionnaire and a short interview were used as research instruments. The research project was guided by a descriptive survey design. The data was analysed using descriptive statistics. The findings were interpreted, discussed and presented on tables, pie charts and in form of percentages for ease of discussion, interpretation and conclusions. Quantitative data was obtained using percentages as well as weighted mean with the help of SPSS software, IBM version 20, while qualitative data was analysed by use of descriptive statistics. Findings indicated that majority of teachers had undergone ICT training which implied that a high percentage of teachers had the required skills on instructional technological knowledge and therefore aptly took up their roles for ease of use in curriculum implementation, even though the teachers were not armed with ICT skills for complex analysis of the learners’ results An article in Editon Consortium Journal of Curriculum and Educational Studies (ECJCES)

2020-05-05T00:00:00Z Mukami, Evelyn Mwirigi, Lucas Muriithi, Nathan https://kerd.ku.ac.ke/handle/123456789/1689 2020-07-08T09:47:57Z 2011-01-01T00:00:00Z

Teacher Competencies in Accessing Online Content: A Study of Igembe South District Mukami, Evelyn; Mwirigi, Lucas; Muriithi, Nathan ICTs have impacted the way people think and live. With the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. Providers of education are reviewing their programs so as to match the changing trends in the world. They have integrated ICT in education. The use of ICT in classroom set ups has impacted on the content and how the learners learn. The integration of ICT in classroom teaching in Kenya has faced many challenges. In this paper we look at the teacher competencies in accessing online content. The objective of this study was to explore teachers’ knowledge and ability to access online content. This study was conducted in Igembe South District of Meru County. The respondents to this study were 100 secondary school teachers. This study was quantitative and adopted a descriptive survey design to gather data. Data collection was carried out using questionnaires. The findings of this study indicate that many teachers do not have access to computers in their schools, they do not access the internet daily and for those who access the internet, they do not plan their searches and are not able to download the content for future use. The main recommendation of this study is, further studies to be conducted on this aspect of ICT in order to come up with a uniform framework for evaluating teachers’ competencies in accessing online content. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation

2011-01-01T00:00:00Z Ndiritu, Anne Wairimu Gichimu, Willy Ndiritu, Caroline Njoki https://kerd.ku.ac.ke/handle/123456789/1688 2020-07-08T09:44:58Z 2018-04-30T00:00:00Z

Transformational School Principals: The Missing Piece of Puzzle in ICT Integration in Teaching and Learning Ndiritu, Anne Wairimu; Gichimu, Willy; Ndiritu, Caroline Njoki ICT is a critical tool for expanding human skills and rests largely on a system of producing, distributing and utilising information and knowledge that in turn plays a great role in driving productivity and economic prosperity. Kenya as a developing country realizes this importance and has a ministry specifically dealing with ICT. The vision statement of the ministry of information and Technology as stated in its strategic plan 2013-2018 is to make Kenya a globally competitive knowledge-based economy. This vision aims at shifting the current industrial development path towards innovation where creation, adoption, adaptation and use of knowledge remain the key source of economic growth. Research has shown that countries which have invested a lot in their human capital are far ahead of others in development. This development is likely to be an illusion unless Kenya is able to achieve its educational goals. Education and training has been isolated in the vision 2030 as the only mechanism that will translate Kenya into a middle-income economy. This is because education is fundamental to development of human resource capacities for sustainable economic growth and development. Through impartation of new skills and knowledge in people, education is able to improve human capabilities and labour productivity. It is in this regard that the Kenyan government has invested a lot of funds in ICT infrastructure including digitization of educational materials through Kenya Institute of curriculum Development. Kenya’s vision of education service provision is to have a globally competitive quality education, training and research for Kenya’s sustainable development. This study focused on the influence of secondary school managers on integration of ICT in teaching and learning in Githunguri subcounty, Kiambu County in Kenya. The study targeted 40 schools with a total population of 245 male teachers and 282 female teachers. teachers. A researcher developed questionnaire was issued to all the 40 school managers and to 100 teachers for triangulation purposes. Data analysis was done using statistical package for social sciences (SPSS).The study sort to establish if there is a relationship between management support and ICT integration in teaching and learning. Pearson correlation coefficient was used in the analysis. A positive correlation coefficient of 0.560 was obtained between the level of school management support and the use of ICT in teaching and learning. The findings indicated that school managers influenced integration of ICT in teaching and learning. The study therefore suggested that effort should be made by all stakeholders to ensure that school managers come up with policies on ICT integration in their schools which should be in line with the National ICT policy An article in the International Journal for Innovation Education and Research

2018-04-30T00:00:00Z Amuko, Sheila https://kerd.ku.ac.ke/handle/123456789/1682 2020-08-05T08:22:07Z 2015-09-01T00:00:00Z

Pedagogical Practices in Integration of ICT in Teaching and Learning Mathematics, in Secondary Schools in Nairobi County, Kenya. Amuko, Sheila This presentation is based on a large study whose purpose was to explore the pedagogical practices in integration of ICT in teaching and learning mathematics in secondary schools in Nairobi County. The study adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, there were low levels of ICT integration, Mathematics teachers were not well prepared to integrate ICT in teaching Mathematics. Findings from the study indicated that, teachers face major challenges such as the expectation to, develop their technological skills and knowledge as well as use ICTs in their teaching, without support leading to low levels of ICT integration in teaching and learning Mathematics. And this is the main limitation in integrating technology in their teaching inspite of the enthusiasm. This study recommends that teachers be supported to integrate technology in teaching mathematics and to increase access to technology opportunities to learn. To increase use of technology the study recommends intensive training of use of technology during pre-service course besides the in-service. An article in IOSR Journal of Mathematics (IOSR-JM)

2015-09-01T00:00:00Z