Publication: Factors affecting the use of information and Communication technology in teaching and learning Of science subjects in secondary schools in Homa bay Sub-county.
Total Views 5
total viewsTotal Downloads 12
total downloadsDate
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Kenya University
Cite this Item
Abstract
This study was concerned with factors affecting the use of Information and Communication
Technology (ICT) in teaching and learning of science subjects in secondary schools. The
rationale was based on the view that properly designed ICT infrastructure, technical support and
skills and knowledge of teachers in the application of ICT in teaching and learning add value to a
teaching environment on which contact hours are limited. This is because the curriculum needs
academic standards and the development of digital age skills for the 21 st century learners. The
literature review focuses on the benefits of ICT, ICT in parts of the world as well as Kenya, ICT
integration in education, infrastructure and curriculum and ICT skills, knowledge and technical
support. Over the last few decades, Information and Communication Technology (ICT) has
become increasingly important in all organizations in modern societies including schools.
Expectation about ICT and its role in developing and transforming the educational process
through its inclusion in the daily school environment is increasing in many developed and
developing countries. Many researchers and practitioners are involved in exploring and
investigating ICT implementation in the learning and teaching process in secondary schools.
This research explored and investigated influential factors and barriers surrounding ICT
implementation in government secondary schools in Homa Bay Sub-county- Kenya from the
perspectives of students, teachers and expert educators. The research adopted a socio-cultural
approach whereby research problem was explored and investigated through different individuals
in different contexts that are related directly or indirectly to ICT implementation in government
secondary schools in Homa Bay Sub-county. Data, as well, was collected through a wide range
of probing methods such as documents, self-managed questionnaires and interviews in order to
answer the research question. In this study, 48 teachers were investigated through questionnaires
and 16 expert educators/principals interviewed. The study findings revealed that in most schools
the number of computers was too low, there was insufficient power supply, high cost of
computer software and hardware and high cost of maintenance. Further, the teachers’ skills and
knowledge in the application of ICT in teaching and learning of science subjects had influence
on the learners. Finally, teachers faced several challenges such as inadequate training on
computer maintenance, inadequate funds to acquire appropriate computer software and hardware
and insufficient amount of pre-service training. The ministry of education together with all other
education stakeholders need to come up with strategies to curb this menace.
Description
Keywords
Education Science