ABSTRACT
Globally, the important role played by the use of Information and Communication Technology (ICT) in education has grown with states heavily investing in the procurement of ICT equipment and training of teachers. In the year 2014, the government of Kenya embarked on an ambitious programme that entailed the introduction of laptops in public primary schools. The success of this programme is however contingent on ICT skills of teachers in schools because this is vital in ensuring pupils reap maximum benefits of the programme. The study investigated the influence of demographic traits of teachers on ICT integration in instruction in lower primary schools in Githunguri zone, Kiambu County. Objectives of study were; to identify the level of ICT integration in instruction in lower primary schools; to investigate the influence of teachers’ age on integration of ICT in lower primary schools; to determine how teachers’ gender influence the integration of ICT and finally to establish how teachers’ professional training influences integration of ICT in lower primary schools. The Unified Theory of Acceptance and Use of Technology was used to guide this study. The study adopted descriptive survey design. The study targeted all lower primary school teachers and head teachers. Lower primary school teachers were purposively sampled from 13 public schools and head teachers. The study sample comprised of 7 head teachers and 49 teachers. The researcher utilized a structured questionnaire and observation schedules in collecting data. Data was analysed using descriptive statistics using Statistical Package for Social Sciences (SPSS). Results were presented using tables, figures and texts. Findings indicated that demographic factors influenced Teachers ICT integration in lower primary schools. The study recommended; training of teachers on integration of ICT in the learning and teaching activities and allocation of more resources to schools to support the utilization of ICT in learning and teaching.
CHAPTER ONE
INTRODUCTION AND CONTEXT OF THE STUDY
Introduction
This section is comprised of background information, problem statement, objectives of the study, study questions, significance of the study, the assumptions of the study, limitations and delimitations, theoretical and conceptual frameworks and operation definition of terms.
Background to the Study
The Integration of Information and Communication Technologies in pedagogical instruction is expected to enhance the quality of learning outcomes by improving the manner in which knowledge is disseminated; improves the effectiveness of learning process and improving efficiency of education services (Collins and Jung, 2003). Technology is one of the vital tools for learning as well as teaching. For a teacher to use technology effectively, he or she needs training, technical support, and opportunities to practice. The ICT competency framework that was provided by UNESCO and an international team of meticulous research and testing is ideal in equipping teachers with the requisite training, technical knowhow and opportunities to practice (UNESCO, 2012). It begins with basic computer literacy and later incorporates the elements that teachers should learn to use computers confidently.
Margaret (2005), defines ICT as technologies that assist in the processes of access, collection, manipulation as well as data presentation. ICTs refer to technologies and infrastructural systems that assist in data creation, storage, retrieval and information propagation (Mejium and Obilade 2006; Medow, 2000). In the field of education,
ICT has led to the fundamental change on how teachers transfer knowledge and skills to learners (Hahjighi and Ekkandari, 2012). The core objective of integrating ICT in education, as Wang and Woo (2007) explain, is to improve the manner in which knowledge is passed on to the learners. Integrating ICT in education improves the efficiency of the learning process and makes it more interesting thus enhancing better dissemination of knowledge.
According to Papaioannon and Charalambous (2011), integrating ICT in education system help augment students’ motivation, interest, self-esteem and confidence, creativity, interactivity, critical thinking and academic performance among others. According to Laaria (2013), ICT utilization within the education sector has the potential to improve enthusiasm, efficiency among teachers as well as improve their cooperation and planning in matters that pertain to student-centred education strategies, reduction of workload, and student-teacher relationship.
Many governments all over the world have made efforts to invest in ICT in education system. According to Volman (2005), governments in the western countries have made significant investments in educational ICT infrastructure in the last two decades, and students in these countries use computers in most of the educational applications. Olga (2008) notes that each student in France had a computer of his/her own at the beginning of 2005. According to Johnson (2009), UK government spent £2.5bn on ICT integration within the education sector between 2008 and 2009 while the United States government spent $6bn in 2009 and over $410 million of the New Zealand’s annual budget is allocated to educational ICT infrastructure. However, ICT integration in schools in many occasions is not proportional to the allocated resources. Olson and Gustavsson (2011) point out that by the summer of 2011, the majority of
Swedish pupils already had access to laptops and that around 150 schools in the country had every pupil with a computer.
As the implementation of ICT technologies increases in the Western and Asian countries, African countries are still lagging behind, thus widening the digital and knowledge gaps when compared to other continents. According to Kiptalem et al. (2010), countries in Africa struggle regarding accessing educational ICT facilities where the ratio of computers to students is 1:150 which is a great contrast with the 1:15 ratio in developed countries. Most countries in Africa have a shortage of teachers with ICT skills and knowledge that this has immensely impacted on the effective utilization of ICTs in schools. Pelgrum et al. (2010) indicated that school leaders identify lack of ICT-related skills and knowledge among teachers as a major barrier that impedes on ICT implementation within the educational sector.
Governments and education stakeholders all over the world identify teacher development as significant in implementation of ICTs within educational systems. Bell (1986) argues that ICT implementation in the education system is an individualized approach to teaching where in students can work independently enabling self-independence and mastery of ICT technologies.
In the year 2007, the Burundi government updated the 2004 ICT policy in a bid to improve the implementation of ICT in rural areas (Hare, 2007). Nonetheless, there is no particular policy for the implementation ICT in education despite acknowledging that ICTs are enablers of quality education. Thus, the implementation of ICT in education is not prioritized by such a government (Novetech, 2008; Hare 2007). According to Farewell (2007), Rwanda’s vision 2020, identifies ICT as a core pillar
anchored within the country’s information and communication policy. Rwanda’s Vision 2020 was initiated in 2000 with the aim of achieving a middle-income status by the year 2020. Despite the fact that Rwanda has an ICT education policy, the level of implementing ICT technologies in primary schools is still inadequate.
Farewell (2007) documents that ICT in education in Kenya is anchored within the 2005 Kenya Education Sector Support Programme that was developed by the Ministry of Education. In this regard, ICT is prioritized and set to mainstream ICT into the learning and teaching processes. In reference to the lower primary schools in Kenya, Begi (2007) cited some of the challenges derailing ICT implementation to include lack of adequate resources, inadequate teacher training as well as lack of the technical support in schools.
ICT has been prioritized by the Kenya Education sector support programme (KESSP) as a major factor that will facilitate the mainstreaming of ICT into the Kenyan Education system. Kenya’s Vision 2030 places emphasis on the significance of technology in improving productivity and efficiency in the social, economic and political dimensions. The country is aware of the critical function of ICT in enhancing quality in education. As a result, funds were disbursed to schools under the economic stimulus programme (ESP) in 2009 to facilitate the purchase of e-learning and ICT facilities (Ongeri, 2012).
However, according to Webuyele, (2003) and Wins & Lawles (2007), there is limited literature about the implementation of ICT in Kenyan classrooms. Kenyan government intends to augment the capacity of human resource in ICT by heightening ICT incorporation into the education system, providing ICT skills to teachers through
training and expanding the fibre optic network to cover schools. Kenyan government also intends to progressively provide free WI-FI in major towns in five years; (ICT Sector Policy guidelines, 2013). There is inadequate incorporation of ICT in Kenyan classroom which is further augmented by lack of ICT skills among teachers, insufficient resources and inadequate administrative support (Alma, 2014).
Various efforts have been rolled out in a bid to facilitate ICT integration in the education system, and this has led to significant development in the dissemination of education using e-learning platforms. Nevertheless, there is still a knowledge gap regarding the manner in which teacher factors influence the implementation of ICT into the learning and teaching processes. This study, therefore, sought to find out how demographic factors influence ICT integration in lower primary schools in Githunguri Zone, Kiambu County.
