https://kerd.ku.ac.ke/handle/123456789/47 2026-08-10T05:18:57Z 2026-08-10T05:18:57Z 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 Njoka, Johannes Njagi Githui, Perminus Ndegwa, Lucy Wanjira https://kerd.ku.ac.ke/handle/123456789/1675 2020-07-08T08:35:09Z 2020-02-01T00:00:00Z

Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya Njoka, Johannes Njagi; Githui, Perminus; Ndegwa, Lucy Wanjira The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools. An article in the Budapest International Research and Critics Institute-Journal (BIRCI-Journal)

2020-02-01T00:00:00Z Alice, Omariba Rosana, Ondigi Samson Okello, Ayot Henry https://kerd.ku.ac.ke/handle/123456789/1672 2020-07-08T08:21:33Z 2016-12-01T00:00:00Z

Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya Alice, Omariba; Rosana, Ondigi Samson; Okello, Ayot Henry Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience. An article in the International Journal for Innovation Education and Research

2016-12-01T00:00:00Z