https://kerd.ku.ac.ke/handle/123456789/114 Tue, 25 Aug 2026 06:47:23 GMT 2026-08-25T06:47:23Z https://kerd.ku.ac.ke/handle/123456789/1689 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 Sat, 01 Jan 2011 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1689 2011-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1679 Impact of Teacher Training on Information Communication Technology Integration in Public Secondary Schools in Mombasa County Chao, Gertrude Mariam The objective of the study was to find out how effective the ICT training received by teachers is, in assisting them to integrate ICT in their work to make it more interactive, interesting, and innovative. Even though there is a shortage of ICT infrastructure in most schools in Kenya, the biggest problem is that, even in the few schools with adequate infrastructure, teachers lack the necessary training to enable them to use the facilities to enhance learning. 88% of the respondents in this research indicated that they have computers in schools. Teacher ICT training is haphazardly done due to lack of policy and standards. An article in Human Resource Management Research Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1679 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1593 Teachers’ Perspectives towards Use of Technology: The Case of Geogebra in Teaching Mathematics in Kenya Mukiri, Irene Mwingirwa; Miheso-O’connor, Marguerite; Khatete, David This study looks at GeoGebra as a type of technology and assesses teachers’ perspectives towards training and use of GeoGebra as a tool to enhance learning of mathematics. This paper is reporting the findings of a larger study that was conducted in Kajiado County in Kenya on GeoGebra use in teaching Secondary School Mathematics. The study sought to relate teachers’ perceptions towards uptake of technology and the actual uptake of technology as indicated by the Diffusion Innovation Model. The findings after training sessions with the mathematics teachers showed that the mathematics teachers were willing to use GeoGebra in their classes. The teachers said that among all topics, they felt that Geometry was the most complicated to teach and that GeoGebra was a welcome solution to this problem. Teachers’ responses indicated that GeoGebra is useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015 Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1593 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1009 When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya Kinyua, Ann Hildah Gatakaa Open Education Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, internet services and serviceable roads that allow movement to a cyber cafe where internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs especially by the teachers who are expected to sensitise learners on the availability and utilisation of the OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka- Nithi County, Kenya. The County was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teacher ICT competencies, their awareness of and attitudes towards OER and the challenges they teachers faced in implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools A paper published by Commonwealth of Learning (COL) Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1009 2019-01-01T00:00:00Z