https://kerd.ku.ac.ke/handle/123456789/39 2026-08-01T22:10:08Z 2026-08-01T22:10:08Z Ndiku, Mbenge T Mwai, Naomi W https://kerd.ku.ac.ke/handle/123456789/1536 2020-07-03T09:00:19Z 2015-01-01T00:00:00Z

Equalizing Utilization of Information among Rural Schools in Kenya through Satellite Technology Ndiku, Mbenge T; Mwai, Naomi W Information and Communication Technology (ICT) is a principal driver of economic development and social change worldwide. Information Communication and Technologies empower people with the ability to communicate instantaneously, facilitate the development process by increasing efficiency, effectiveness and equity- it has helped increase literacy rates all over the world. ICT plays vital roles in the provision of information to school population and thus, it has become an important aspect of the learning process. It has impacted on every sphere of school library activity thus presenting an opportunity to provide value-added information services, access to a wide variety of digital based information resources, empowerment of teachers and learners, making significant contributions to learning and achievement. The increase in ICT in primary schools is crucial because teachers and learners are no longer inhibited by outdated resources. ICT connectivity allows school populations to acquire the skills required for the information society, improves administrative processes and supports teacher training. With the rapid development of networked resources and access tools available over the Internet, information becomes easily accessible both in rural, marginalised rural areas, and in metropolis. However, access to ICT applications and services and systematic knowledge-sharing in marginalized and rural areas is either non-existent or very limited. This paper examines the role of iMlango project (A strategic partnership with the UK Department for International Development(DFID) and corporate partners Avanti, sQuid and Whizz Education)in equalizing opportunities for children in rural and marginalised areas of Kenya to interact with technology and access E-resources. The paper discusses implementation of the project, empowerment of the school population with digital literacy, the kind of challenges the project is faces and how it is overcoming the challenges for successful implementation. The paper argues that iMlango Project has come at the right time especially now that E‐resources are increasingly important to all aspects of education; from teaching and learning, through to the collection of learner‘s data. Children in rural and marginalized areas of Kenya will gain access to new e-learning opportunities. An Article Published in Scholars Journal of Arts, Humanities and Social Sciences

2015-01-01T00:00:00Z Ashiono, Benard Litali https://kerd.ku.ac.ke/handle/123456789/1063 2020-06-17T08:29:44Z 2018-09-01T00:00:00Z

Determinants of Information and Communication Technology Integration in Learning of Numeracy Concepts in Lower Primary Schools in Mombasa County, Kenya. Ashiono, Benard Litali This study explored how teachers use ICT in their teaching of numeracy concepts to children in lower grades. The study also examined factors that enhance or hinder teachers’ use of ICT in teaching numeracy skills. Literature reviewed revealed that there is generally poor performance in mathematics among pupils. This could be attributed to inadequate development of basic mathematics concepts in the lower grades. Findings from previous studies indicate that ICT has great potential in enhancing the teaching of mathematics. It was envisaged in this study that the findings would provide valuable insights that would help improve the teaching and learning of numeracy concepts through the use of ICT. An exploratory sequential mixed methods research design was employed to conduct the study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data. The study targeted all the teachers teaching in lower grades in both private and public primary schools in Mombasa County, Kenya. A sample of 40 primary schools was purposively selected based on the availability of ICT tools for instructional purposes. Three teachers teaching in lower grades (Grades 1, 2 & 3) were then selected from each school. In cases where there were more than three teachers teaching in lower grades in a school, simple random sampling technique was employed to select only three. The sample size selected comprised of 25% of all the lower primary schools in the county. Teacher Questionnaire (TQ), Teacher’s Interview Protocol (TIP) and Observation Protocol (OP) were used to collect data. Pilot study was conducted in two schools to check and improve these instruments. Validity of the instruments was established through expert reviews and instrument triangulation. Reliability of the instruments was further determined through the use of test-retest technique. The Teacher Questionnaire with a correlation coefficient of r= .86 was found to be reliable. The Statistical Package for Social Sciences (SPSS) was utilized to prepare and analyze data and to test significance levels between variables at .05 significance level. Data was analyzed statistically using both descriptive and inferential statistics. One Way ANOVA and Pearson Product Moment Correlation Coefficient techniques were utilized to test the hypotheses. Data was also analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were categorized into themes and sub-themes related to phenomena under study. The findings of the study revealed that only 17% of teachers used ICT in teaching numeracy concepts. The findings further revealed that only a paltry 4% of the teachers used ICT on a regular basis to teach numeracy concepts. It was therefore concluded that teachers’ use of ICT in teaching numeracy concepts in lower primary schools was inadequate. The study findings also revealed that majority of teachers in the schools were inadequately equipped to teach numeracy concepts using ICT. The study findings further revealed that accessibility to laptops and tablets by teachers and learners in schools resulted in increased use of ICT in teaching numeracy concepts. Finally, teachers’ professional development in the use of ICT was found to be a vital ingredient in the effective use of ICT in teaching numeracy concepts. It was recommended that schools should be equipped adequately with ICT resources with a lot of emphasis laid on provision of laptops and tablet for teaching-learning purposes. Additionally, teachers should be given sufficient technical support in their use of ICT in teaching. Finally, it was recommended that teachers should be supported in the course of their professional development in the use of ICT in teaching mathematics. A research thesis submitted in partial fulfillment of the requirement for the award of the degree of Doctor of Philosophy (early childhood studies) in the school of Education, Kenyatta University

2018-09-01T00:00:00Z Ngeno, Beatrice https://kerd.ku.ac.ke/handle/123456789/747 2020-05-29T08:35:19Z 2016-01-01T00:00:00Z

Computer Use in Teaching and Learning in Kenya. Physical Infrastructure and Resource Availability Ngeno, Beatrice Education which is integrated with technology is very vital and globally networks the education globally. Physical infrastructure and availability of resources that supports computers use in teaching and learning public primary schools is issue that should be address to in Kenyan educational and dynamic world trends. The study set out to access the physical infrastructure that supported computer use in the public primary school in Ainamoi sub county Kericho county. The Research design used for this study was descriptive survey design. A total of 42 teachers and 21 head teachers participated in the study. 2 ICT Experts and Dquaso officer participated in the study. Information was collected using questionnaires, structured interviews, observations and checklist. Data analysis was presented in tables and percentages. Findings reveal that the electricity, ICT designed classrooms and computer labs were that were available physical infrastructures that supports computer use. Based on the findings, the suggestions were that the government to increase FPE allocation to allow schools to purchase sufficient computers A book published by GRIN Verlag

2016-01-01T00:00:00Z Heinrich, Carolyn J. Darling-Aduana, Jennifer Martin, Caroline https://kerd.ku.ac.ke/handle/123456789/737 2020-08-06T08:02:03Z 2020-01-01T00:00:00Z

The potential and prerequisites of effective tablet integration in rural Kenya Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low‐resource settings. In the context of a one‐to‐one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi‐experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school‐based strategies that are likely to increase equitable access to quality learning experiences in schools in low‐resource contexts. An article published in British Journal of Educational Technology

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