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CHAPTER ONE
1.0 Introduction
1.1 Background Of The Study
Information and Communication Technology (ICT) provide a window of
opportunity for educational institutions and other organizations to harness
and use technology to complement and support the teaching and learning
process.
E-Learning is an example of the use of these ICT-supported teaching and
learning methods whose use in educational institutions (especially secondary
schools and higher learning institutions) is gaining momentum with the
passage of time (Omwenga, 2004). It is in this regard that the emerging and
evolving changes in teaching and learning requirements and needs will be
addressed in this research.
The education system in Kenya is under increasing pressure to use new
information and communication technologies (ICT) in teaching students the
knowledge and skills needed in the 21st century. In the recent past, new ICT
tools have fundamentally changed the way people communicate and do
business. In this regard, they also have the potential to transform the nature of
education: where and how learning takes place and the roles of students and
teachers in the learning process (Muriithi, 2005).
The major challenge facing the Kenyan education system is how to transform
the curriculum and teaching-learning process to provide students with skills
to function effectively in this dynamic, information-rich, and continuously
changing environment. ICTs provide an array of powerful tools that may help
in transforming the present isolated, teacher-centered and text-bound
classrooms into rich, student-focused, interactive knowledge environment.
These challenges can only be met if institutions (secondary schools) embrace
new technologies and appropriate ICT tools for learning (Wang, 2007).
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The Ministry of Education Science and Technology (MOEST) and the private
sector are doing a commendable job in introducing ICT to schools. Private
non-governmental organizations such as Computer for Schools Kenya (CFSK)
who are donating computers to Kenyan public secondary schools have so far
supplied more than 500 secondary schools with computers (ICT in Education
Options Paper, 2005).
The major question in this case is; are these computers being used to enhance
teaching and learning in our secondary schools? In the current curriculum,
computer studies is a separate learning activity\subject. Students are being
taught how to be computer literate, and not how to use computers to enhance
learning. Models that serve as examples need to be used to show how
computers can be used to promote learner centered education and it should
reflect a general movement away from ‘teaching computers’ towards using
ICT as educational tools (Muriithi, 2005).
1.2 Statement Of The Problem
ICT integration in the classroom is the application of technology to assist,
enhance and extend student knowledge. Using ICT means more than simply
teaching learners how to use computers but rather a means of improving
education.
ICT should be used to promote information literacy, that is, the ability to
access, use and evaluate information from different sources so as to enhance
learning, solve problems and generate new knowledge.
According to Reform Forum (April 2003) – Journal for Education Reform in
Namibia – Information Technology literacy is different from being able to
integrate technology into teaching and learning. In essence, one does not only
need to know how to use technological tools, but, also know how to construct
things of significance with those tools. Teachers do not need to learn about
technology, but rather, they need to learn how to use technology to enhance
their learners’ understanding and critical thinking skills. Skills like, reading,
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writing, and speaking should be the focus of using ICT in education, not
simply ICT literacy.
Kakamega district like many other regions in the country is still limited to
computer literacy training. The ICT curriculum simply deals with “Teaching
about computers” and not how computers can be used to transform teaching
and learning in schools. Therefore, the researcher intended to find out the
degree of use of computers in the teaching and learning process and its
subsequent effects.
1.3 Purpose Of The Study
The research study was aimed at identifying the extend of ICT integration in
secondary schools and how they are utilized in achieving academic goals.
It also was to identify the position of teachers in terms of; knowledge about
technology and skills of integrating ICTs in the classroom, their attitudes
towards technology.
The study also sought to understand the role of ICTs in the classroom and
clearly identify their potential with regard to achieving academic goals.
It was to establish the perception of students to the technology, how useful it
is as compared to the conventional learning process.
Finally, was to identify the effects of ICTs, their enhancement and
improvement of academic standards in the district.
1.4 Objectives Of The Study
i. Find out the extend of ICT integration in secondary schools.
ii. Find out how often ICT tools are used in teaching and learning process.
iii. Find out how often teachers use ICT tools for teaching purposes.
iv. Find out teachers’ opinions on the use of ICT tools in teaching as
compared to other conventional methods.
v. Find out the students’ response on the use of ICT tools in teaching and
learning and how they influence their studies.
vi. Find out the effects of using the various ICT tools.
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1.5 Research Questions
a) What is the extend of ICT integration in secondary schools?
b) How often are ICT tools used in teaching and learning process?
c) What are the teachers’ opinions on the use of ICT tools?
d) What is the students’ response to the use of ICT tools in the classroom?
e) How have ICT tools affected the academic performance?
1.6 Significance Of The Study
The emerging global economy has sharpened the focus of education towards
innovation, initiative; accessing, processing, and applying large amounts of
information; exercising appropriate judgment; and collaborating with others
to make sense of new situations. The stakes are high as the new labor force
must meet the demands of the changing world in order to participate in
market-driven economies, as well as understand and take on social
responsibilities to conserve and utilize precious resources, protect the
environment, and mitigate public health issues such as HIV/AIDS.
ICTs have the potential to play a powerful role in enhancing the tools and
environment of learning and preparing students to acquire skills,
competencies and social skills fundamental for competing in the emerging
global “knowledge” economy.
Research and experience has shown that ICT tools, if well utilized in the
classroom, have the potential to enhance the learning process. The research
study was meant to enlighten the general public and various education
stakeholders that ICT tools hold a great promise for developing economies
like Kenya.
The study can help in formulation of policies and strategies that can be used
to enhance or improve the academic standards in our schools.
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1.7 Limitations Of The Study
The research study was carried out during the month of April. Most of the
schools were out of session at that time and this hampered effective research.
The research schools\locations were located far apart and therefore, the long
distance associated with poor road network within the district negatively
affected the study. The region is well known for having heavy rainfall during
the same month and hence this hampered effective research and data
collection. In addition, the research was based on an assumption that the
respondents were to be honest and sincere with their answers.
1.8 Definition Of Terms
Information and Communication Technology (ICT): This is an
umbrella term that includes all technologies for the manipulation and
communication of information. It can be hardware (such as computers,
digital cameras, TV, radio), software (such as Excel, discussion forums)
or both.
Integration: This is a sense of completeness or wholeness (Earle, 2002),
by which essential elements of a system are seamlessly combined
together to make a whole.
ICT Integration: This is the process of using any ICT (information
resources on the web, multimedia programs in CD-ROMs, learning
objects, or other tools) to enhance student teaching (Williams, 2003).
Curriculum: This is a set of courses, and their content, offered at a
school or university.
Critical thinking: This is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing,
synthesizing and/or evaluating information gathered from, or
generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action.
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CHAPTER TWO
2.0 Literature Review
2.1 Introduction
This section comprehensively looked at and reviewed relevant related studies
of ICT and education. These included the computer concept, importance and
purpose of study, objectives, recommendations, challenges and main findings
that have been there since the inception and integration of ICT in teaching
and learning.
2.2 Review Of Related Studies
2.2.1 Main achievements for use of ICT in Education in Korea (1996-2006)
Korea, through the Ministry of Education and Human Resources
Development (MOE&HRD) and Korea Education and Research Information
Service (KERIS), established a number of plans to reform the education
system as early as 1995, in preparation for the knowledge-based information
age. Their vision was to create an open and lifelong learning environment
where anybody could learn whatever they want to learn, anywhere and at
any time using ICTs. To realize this vision, they had been working to shift a
number of traditional educational paradigms:
From teacher centered to learner-centered learning.
From focusing on uniform education to focusing on learners’ diversity
and individual strengths and characteristics.
From stressing regulation and control to stressing autonomy and
responsibility.
From focusing on uniformity to focusing on freedom and equality, and
Form using conventional tools like blackboard and chalk to using ICTs.
To enhance the quality of teaching and learning in the knowledge-based
information society through the use of ICTs, MOE&HRD and KERIS
developed the following aspects of integrating ICTs in education (1996-2006).
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2.2.1.1 Teacher training on ICTs use and Teaching-Learning innovation
through Educational Content Development
MOE&HRD and KERIS have trained more than 390,000 teachers in using ICTs
in education and worked to develop more educational content. They also
devised institutional measures to link school curricula with ICTs, and
practical strategies for classroom application of new teaching and learning
methods using ICTs.
2.2.1.2 Development and operation of Education Information Services
MOE&HRD and KERIS have developed and operated a variety of specialized
education information services according to the content and user’s needs. The
National Teaching-Learning Center – EDUNET is a comprehensive
educational service that supports ICT use in school classes for teachers and
students. The Cyber Home Learning System (CHLS) is an internet based
learning system that helps students engaged in self-directed learning after
school.
The Digital Library System (DLS) manages school libraries and supports
reading educational activities. The Education Resources Sharing System (ERS)
promotes sharing and distribution of all educational information. This
services to:
Provide an environment for ICT-based teaching and learning.
Enhance the efficiency of ICT-based teaching and learning, and
Serve as a medium for spreading ICT-based education across the
country.
2.2.1.3 Realizing advanced e-Administration service through the National
Education Information System (NEIS)
NEIS (www.neis.go.kr) is a web based nationwide administration system. It
enables teachers to take care of administration tasks and share necessary
administration information online. As a result, teachers can greatly reduce
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time spent to deal with administrative work and thus improve the quality of
their classes.
2.2.1.4 Establishment of infrastructure for ICT use in Education
MOE&HRD and KERIS have successfully established physical infrastructure
for ICT use in education so that Korea’s 7.84 million primary and secondary
school students and 390,000 teachers at some 10,000 schools nationwide can
use computers and internet in teaching and learning. Almost all schools have
been equipped with a computer network, computer rooms and ICT
equipment. In addition, each teacher has been equipped with a computer. In
the case of students, 1 to 6 students shared a computer as of 2005.
It should be noted that, on 12th January 2007, at the UNESCO headquarters in
the presence of the Director-General Koichiro Matsuura of UNESCO and his
majesty king Hamad Bin Isa Al-Khalifa of the kingdom of Bahrain, the Korean
Ministry of Education and Human Resources Development (MOE&HRD) and
Korea Education and Research Information Service (KERIS) were awarded the
1st UNESCO king Hamad Bin Isa Al-Khalifa prize for the use of ICT in
education (UNESCO 2007).
2.2.2 The NEPAD e-Schools Demonstration project (Glen Farrell, 2007)
A major component of NEPAD is the development of Information and
Communication Technology (ICT) infrastructure, which is considered
essential to the achievement of long-term, sustainable, socio-economic
development on the African continent.
NEPAD e-Africa Commission (eAC) has been tasked as the coordinating
organization responsible for developing and implementing ICT projects, one
of which is the NEPAD e-Schools Initiative. Its major initiative is to:
Teach ICT skills to young Africans in primary and secondary schools.
Improve the provision of education in schools through ICT
applications and the use of the Internet.
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The purpose of the NEPAD e-Schools “Demo project” was to accrue a body of
knowledge-based on real-life experiences of implementing ICTs in schools
across the African continent. NEPAD e-Schools project (Demo project)
sponsored the development of ICT infrastructure in six (6) schools in sixteen
(16) countries across Africa through partnerships that involve the private
sector consortia and the country government as indicated in Appendix A.
The tasks undertaken by the NEPAD e-Schools planning group was to reflect
the broad objectives of the e-Schools initiative in a set of six specific outcome
statements. It developed measurable indicators for each of the expected
outcomes. A full description of these outcomes and indicators is provided in
Appendix B. Data relative to indicators were collected from teachers, students
and school heads. The principle findings with respect to each of the outcomes
as follows:
2.2.2.1 Student perceptions
Students perceived that their ability to use e-mail, word processing and web
browsing increased.
2.2.2.2 Teacher perceptions
Teachers felt that their IT skills developed as did their confidence in using the
technology.
2.2.2.3 Student-centered learning
There was a little indication of a shift towards a more student-centered
learning environment, a common goal of many ICT initiatives in schools.
Global experience suggests that the integrated use of ICT in pedagogical
practice needs much more incubation time, better access for individual
learners, more operational reliability and much more training and support
before this outcome can be achieved.
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2.2.2.4 School perceptions
Schools were generally very pleased with ICT models, training and content
material provided by the Consortia. However, the repair and maintenance
support was often lacking particularly in those instances where
implementation did not occur in collaboration with a local company.
2.2.2.5 Sustainability
While post-Demo sustainability of the models implemented is a concern for
most schools and Ministries of Education, sustainability plans are being
developed both at school level and within ministries.
2.2.2.6 Community interactions
Increased positive interactions between schools and their neighboring
communities were one of the most encouraging and unanticipated outcomes
of the Demo. These interactions included training teachers at neighboring
schools to use Demo school facilities, providing ICT services for the public
and encouraging public use of the schools as e-learning centers.
Through the implementation of the Demo, a general surge of awareness by
the government of the growing importance of ICT in overall socio-economic
development. The following observations provide some indication of the
impact of the project I this environment:
2.2.2.7 Education sector policies
The Demo project is reported to have had a catalytic effect in education sector
policy development, particularly in the country, where the Demo project has
been fully implemented and an ICT-in-education process had not been
underway before the Demo was introduced.
2.2.2.8 Funding issues
It has also brought funding issues to the forefront for both ministries and
schools. A result has been that, in some ministries budget priorities have been
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adjusted in order to support ICT development, and, at school level, strategies
are emerging to generate revenue to sustain the costs of connectivity,
maintenance and to cover the cost of consumables.
2.2.2.9 Total cost of ownership
Some ministries have had to start calculating the total cost of introducing ICT
in schools, realizing that the cost of equipment is small relative to the costs of
maintenance, connectivity, teacher training and, content development.
2.2.2.10 Public-private partnership (PPP) models
Kenya replicated the model of the PPP established by NEPAD e-Africa
Commission to support the e-Schools Initiative in the form of trusts through
which investment is both encouraged and prioritized with all public, private
and civil society stakeholders involved.
NEPAD e-Schools remains a “Work in progress”, in which lessons are being
learned, applied and the catalytic effects of the Demo projects on schools,
communities and ministries of education are evident.
2.2.3 ICT Education in Kenya (Glen Farrell, 2007)
Kenya has made remarkable progress putting in place an ICT policy
framework and implementation strategy, complete with measurable
outcomes and time frames. The Ministry of Education developed a Kenya
Sector Support Program (KESSP) in 2005 that featured ICT as one of the
primary areas with the aim of mainstreaming ICTs into the teaching and
learning process.
In June 2006, the MOE introduced the national ICT strategy for education and
training, commonly referred to as the ICT policy for the education sector. It
contained the following components, each with its own statement of strategic
objectives and expected outcomes:
☻ ICT in education policy
☻ Digital equipment
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☻ Connectivity and network infrastructure
☻ Access and equity
☻ Technical support and maintenance
☻ Harnessing emerging technologies
☻ Digital content
☻ Training (capacity building and professional development)
☻ Research and development
The Ministry of Education was given the mandate to lead the monitoring and
evaluation of the strategy’s implementation, guided by overall government
policies on education and ICT, specific education strategic documents for
implementing its mandate, and global goals such as Education for All (EFA)
and the millennium development goals (MDG).
There are also three organizations of critical importance in the context of ICT
development in Kenyan schools:
2.2.3.1 Kenya ICT trust fund
This organization facilitates mobilization of resources to provide ICT to
schools and communities and acts with its members as a coordinating body
for sharing information about priorities and development.
2.2.3.2 Kenya Institute of Education (KIE)
KIE has a mandate to:
Prepare syllabuses, publish and print material
Develop digital content curriculum content
Provide teacher in-service training
Develop and transmit programs via mass media to support educational
development
Prepare distance learning material
Conduct research on educational matters
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2.2.3.3 Non-Governmental Organizations Network Initiatives for
Computers in Education (NICE)
This is an umbrella body whose members are NGOs involved in introduction
and use of ICTs in schools. It provides a coordinating and rationalizing
function and, through its membership in the Kenya ICT Trust Fund, ensures
that the work and needs of its members are known and considered in the
funds decision-making processes.
Kenya has placed considerable emphasis on the importance of ICT in its
education sector support program as evidenced in the recent spread of the
National ICT strategy for education and training. The MOE has taken steps to
support the implementation of the strategy by either direct action or through
various institutions and agencies with which it works.
During the 2005/2006 financial year, 142 schools were identified through their
respective District Education Boards (DEB) and allocated Ksh 1.5 million each
for the establishment of e-learning infrastructure. In the subsequent year, an
additional 71 schools were identified through the same procedure bringing a
total of 213 schools altogether. In principle, these schools are expected to be
model institutions on the integration of ICT in education and implementation
of an e-learning programme in Kenya (Implementation Plan for Equipping
Secondary Schools with E-Learning Infrastructure, November 2007). The
principle objective of the Initiative is to integrate ICT to teaching and learning
in tandem with the rest of the world. In order to maintain best practices,
schools have to enforce related standards including:
Computer student ratio of 1:2; where necessary schools may
supplement with other resources depending on class sizes and
enrollment.
Internet connectivity and access that requires to be implemented as an
integral part of the initiative in liaison with the Directorate of e-
Government.
Plans to enhance the infrastructure with interactive whiteboards for
effective teaching and learning.
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Adopting procedures to facilitate the use of the infrastructure and
systems by neighboring schools and communities in ways that are
sustainable.
Most of these projects are still under implementation phase. There are also
other organizations not directly involved with the MOE that continue to be
active in implementing and supporting projects involving ICT in education. A
list of ICT initiatives projects are listed in Appendix C. It is an obvious
undisputed fact that ICT holds great promise for developing economies like
Kenya.
2.3 Summary
The three studies have shown that information, knowledge and technology
are increasingly becoming the key drivers for socio-economic development
worldwide.
Evidence from this studies and meta-analysis suggests that the use of ICTs in
particular, computer technologies, is correlated to positive academic
outcomes, including higher test scores, better attitudes towards schools, and
better understanding of abstract concepts. A longitudinal study of a statewide
experiment with computers in the classroom found that those most in need of
help – low income, low achieving students, and students with disabilities –
made the most gains. In addition to better performance in traditional
measures of academic achievements, a secondary benefit of ICTs in education
is to familiarize new generations with the technologies that have become
integral components of the modern world (Haddad, W.D. and Jurich S. 2002).
In recent years, Korea has won international recognition for its high quality e-
learning services including the Cyber Home Learning program and online
lectures on Educational Broadcasting System. These are innovative national
models for collaborative educational planning by governmental agencies,
legislative bodies, educational institutions, parents and communities
promoting the use of ICT both at home and school, which have been reaping
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encouraging achievements regarding information disparity and attaining the
goals of Education for All.
From the case of Korea, it can be concluded that ICT tools can contribute to
the development of MOEST’s core function, that is, developing knowledge,
skills, values, and attitudes which allow citizens to participate in Kenya’s
social, political, economic and cultural activities in a valued and creative
manner.
Transformation requires teachers who can use technology (as in the case of
Korea) to improve student learning. The professional development of teacher
educators in the area of ICT integration is essential. Unless teacher educators
model effective use of technology in their own classes, it will not be possible
to prepare a new generation of teachers who effectively use the new tools for
teaching and learning.
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CHAPTER THREE
3.0 Methodology
3.1 Introduction
This chapter takes a crucial look at the research designs employed in
the study, population sample studied, the instruments of data collection
procedures and analysis. The researcher employed different data collection
techniques to come up with a clear picture of the problem under
investigation.
3.2 Research Design
The researcher employed the survey design in data collection which
allowed the researcher to carry out an in-depth investigation into the use of
ICTs in teaching and learning among the teacher population from the varied
departments and gave back a detailed description of how far schools have
gone in integrating ICTs in teaching and learning process.
3.3 Population And Sample
The research was carried out in Kakamega district. About three schools
in the district were used by the researcher to carry out the study. The major
departments used in the study included: the Language department, Science
department, Humanities, technical and creative arts. Each department
produced one to two members that were used as respondents in the study.
The researcher chose to base his study in the three Schools because, the
schools have an already established computer aided system of education, also
his being conversant with the study area. Stratified sampling was used to
select one to two teachers from each department depending on the prevailing
circumstances.
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3.4 Data Collection And Instruments
In this study, the researcher mainly focused on primary data collection
instruments precisely the questionnaire for the teachers, technical staff and
the students. Checklists were also be used to identify the availability of
different ICT tools. The use of questionnaires provided an easy and quick
means of eliciting responses from the subjects. The researcher prepared
questionnaires that were administered to teachers, technical staff and students
that was first of all be pre-tested by giving them to the researcher’s fellow
classmates before subjecting them to the actual respondents; this ensured
proper modification in order to avoid ambiguity which could have led to
inappropriate data collection.
The questionnaires basically focused on teachers’, students and
technical staff’s perception of utilization of ICTs in teaching and learning.
The tools implied provided an easier way to obtain relevant information
about the research investigation.
3.5 Data Collection Procedure
The researcher obtained a letter from college (KTTC) that will officially
identified the researcher and permitted him to carry out the research study.
This letter acted as an introduction of the research topic and the researcher as
well. It was handed over to the respective school heads so as to be accessible
to the respondents.
In order to get access to information from the teachers of the three schools; the
researcher first made a verbal request with the backing of the letter of
identification to the principals’ of the respective schools, who then gave a go
ahead that ensured smooth administration of questionnaires to the
respondents. The selected respondents, that is, the specific teachers, students
and members of the technical staff from the various departments, were then
given the questionnaire to fill at their convenient time. During this time, the
researcher carried out an observation on the use of ICT tools in the respective
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institutions. This helped in comparing the results obtained from
questionnaire. The researcher picked the filled questionnaires after one week.
3.6 Data Analysis
The variables that were examined were; name of department,
frequency of ICT use in teaching and learning process, other uses of ICTs
apart from teaching, problems encountered in the utilization of ICTs and
finally ways of improving utilization of ICT facilities. The data analysis was
carried out by validating the data, editing, and coding and data tabulation of
the variables as they emerged from the respondents.
After functional code, Data coding scheme sheets were then be
prepared, information entered into prepared code sheets as answers were
read from each questionnaire item. The responses were coded; frequencies
then calculated from different responses using data matrixes and then
tabulated for easy reference. The tabulation was facilitated by comparison
and analysis. Percentages for each response will be calculated to aid in
interpretation and drawing up of conclusions and recommendations.
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CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Introduction
This chapter is aimed at identifying the extend of ICT integration in secondary
schools and how they are utilized in achieving academic goals. It also
identifies the position of teachers in terms of; knowledge about technology,
skills of integrating ICTs in the classroom, and their attitudes towards
technology in Kakamega district.
It also looks at data analysis techniques and procedures used in analyzing and
interpreting the data collected from the field. The researcher focuses his study on
teachers and students as the key informants. Both qualitative and quantitative data
analysis techniques have been used to analyze the data.
4.2 Data Presentation and Interpretation
4.2.1 Extend of ICT Integration in Secondary schools
From table 4.2.1.1, it’s noted that there is over 10% distribution of ICT
related equipment in all the three institutions. This implies that the use of ICTs
can be applicable in all areas of the school management as well as the
curriculum and therefore all instructors should be equipped with the necessary
knowledge and skills on integration of information communication
technologies in teaching and learning.
Table 4.1: Distribution of ICT equipment
Equipment School A School B School C Total %
Computer laboratory 1 1 1 3 15
Network infrastructure 1 1 0 2 10
Computers 1 1 1 3 15
Projector/whiteboard 1 1 0 2 10
Interactive whiteboard 0 1 0 1 5
Printer 1 1 1 3 15
Internet 1 1 0 2 10
Video equipment 0 1 0 1 5
Others 1 1 1 3 15
Total 20 100
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Refer to appendix G (pie charts) for more detailed distribution of ICT
equipment (in terms of percentage distribution in their respective
environments) in the respective schools.
4.2.2 Frequency Of ICT Use In Teaching And Learning
Descriptive analysis was employed using the modal frequencies and
percentages so as to correctly answer this.
Table 4.2: Response by students on ICT use in teaching and learning
Rate of ICT use Frequency Percentage (%)
Low 0 0
Moderate 2 20
Good 7 70
Very good 1 10
Total 10 100
As per the data tabulated above, ICTs are being implemented in teaching and
learning process as shown by the highest percentage of 70%. This is an
indication of a shift toward a more student-centered learning environment, a
common goal of many ICT initiatives in schools. 20% of ICTs are being
moderately used as per the data collected from the three schools. This could
reflect a larger number if equated to the whole country. Global experience
suggests that the integrated use of ICT in pedagogical practice needs much
more incubation time, better access for individual learners, more operational
reliability and much more training and support before this outcome can be
achieved. Refer to appendix G (section ii) for a clear graphical representation
on the frequency of ICT use in teaching and learning process.
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4.2.3 Opinions on the Use of ICT Tools
Table 4.3: Teachers’ opinion on performance
Opinion School A School B School C Total %
Positive (+ve) 5 6 4 15 71.43
None 0 1 3 4 19.05
Negative (-ve) 2 0 0 2 9.52
Total 21 100
From the above table, over 70% of teachers\instructors feel that the use of ICT
tools have positively contributed to positive performance in different aspects
of learning. One particular teacher was critical when he said, “Learners
integrate new ideas with prior knowledge in order to make sense or make meaning or
reconcile a discrepancy, curiosity, or puzzlement. They construct their own meaning for
different phenomena”, which he says is the core to learning. However, 19% do
not share the same sentiment. This is because; foundation skills such as word
processing, file management, spreadsheets, email and internet are needed by
both the learners and instructors as a stepping stone to using ICTs to enhance
teaching and learning.
9% feel that the use of ICTs negatively affects teaching and learning since
there’s lack of proper support by the Ministry of Education Science and
Technology (MOEST) through provision of necessary facilities to support the
teaching and learning process (that is, provision of digital content and other
ICT related facilities). Refer to appendix G (section iii) for more information.
Table 4.4: Teachers’ opinion on ICT Infrastructure
Opinion School A School B School C Total %
Need Improvement 5 3 7 15 71.43
No Improvement 2 4 0 6 28.57
Total 21 100
Over 70% of teachers\instructors feel that there’s need to improve the
available facilities so as to achieve Kenya’s millennium development goal of
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2030. At this time in most of Kakamega’s secondary schools, ICTs are not being
utilized to enhance subject matter learning. This is due to the lack of adequate
computer to student ratios as well as the current focus on ICTs as a subject matter
rather than to enhance the curriculum.
“The MOEST remains concerned with the quality of secondary education which is
characterized by poor performance in core subjects such as Mathematics and Science.
There are obvious benefits for integrating computers into secondary schools as
students at this age need to focus on subject specific content, greater critical thinking
skills, scientific inquiry, and mathematics, science and languages. Students will
benefit greatly with the analytical, creative, and collaborative power of computer
technology to map out and analyze assumptions, present ideas, and participate in
projects with peers from around the country and around the world”, said, deputy
head-teacher, St. Agnes Girls’ High School-Shibuye. Refer to appendix G (section iv)
for more graphical representation of this.
4.2.4 Student Response On The Use Of ICTs
Table 4.5: Learners response to the use of ICTs in the learning process
Response School A School B School C Total %
Positive (+ve) 5 7 4 16 76.19
None 2 0 1 3 14.29
Negative (-ve) 0 0 2 2 9.52
Total 21 100
From the above table, we can deduce that the use of ICTs in learning has
played a positive role towards improving the quality of education. ICTs create
a learning environment that supports learners in articulating what their goals
are in any learning situation. However, 14% of the population did not realize
any remarkable change in student behavior. 9% were discouraged by the use
of ICTs in teaching and learning process. According to the Reform Forum
(2003), “While the existing syllabus may help a select group of learners
prepare for a career in Computer Science, this approach to computer training
for the average learner is similar to teaching learners every part of a pencil
before allowing them to draw”. The problem is that, it brings the learners to
23
view computers as exceedingly complex pieces of electronics without giving
them any particular idea of how to effectively use them toward any valuable
end in the real world. Appendix G (section v) shows more information in
graphical form.
4.2.5 Effects Of ICT Tools On Performance
Table 4.6: Effects of ICTs on academic performance
Response School A School B School C Total %
Positive (+ve) 5 6 4 15 71.43
None 0 1 3 4 19.05
Negative (-ve) 2 0 0 2 9.52
Total 21 100
From the above table, over 70% gave a positive response as regards to the
effect of ICTs in improving academic performance. The desire to strengthen
teaching subjects such as mathematics, sciences and technical subjects has
been strengthened by the development of digital content by Kenya Institute of
Education (KIE) through direct supervision of the Ministry of Education
Science and Technology and shared by secondary schools.
19% of the respondents feel that ICTs have not played any significant role in
positive academic achievement. At this time in most of Kakamega’s secondary
schools, ICTs are not being utilized to enhance subject matter learning. This is
due to the lack of adequate computer to student ratios as well as the current
focus on ICTs as a subject matter rather than to enhance the curriculum.
9% feel that ICTs have negatively affected the standards of academic
achievement. Lack of proper knowledge on the proper use ICTs in teaching
and learning leads to improper use of ICT tools and thus no positive outcome
can be achieved. Refer to appendix G (section vi) for more graphical
representation.
24
CHAPTER FIVE
3.0 Summary, Conclusions and Recommendations
3.1 Introduction
This section highlights the major findings developed in data analysis
section (chapter four). Conclusions are then drawn from these findings to
present their implications for the current status and future trends
regarding the problem.
Recommendations are then drawn to improve the problem situation.
Suggestions are finally made for further research.
3.2 Summary
In determining the utilization of computers, in teaching and learning
process in Kakamega district, it was noted that equitable distribution and
utilization of computers in teaching and learning depicted equal
percentage distribution of ICT tools of almost 10% in all three institutions.
Frequency of the use of ICT tools in teaching and learning is high
(approximately 70%). This is an indication of a shift toward a more
student-centered learning environment, a common goal of many ICT
initiatives in schools. 20% of ICT tools are moderately used in teaching
and learning. This can be attributed to lack of proper training and skills on
the use of ICTs in the classroom.
Based on the research findings in the previous chapter, 70% of the research
population acknowledges the contribution of ICT and ICT related tools in
terms of its use in teaching and learning process. ICTs help bring out
abstract concepts to the real world application. Lack of proper technical
skills and training hinder the appropriate use of ICTs in teaching and
learning thus negatively affecting the cognitive development of the
learner.
Utilization of ICTs in teaching and learning has improved the quality of
education. ICT tools create a learning environment that supports learners
25
in articulating what their goals are in any learning situation. Learning
tasks that are situated in some meaningful real world task or simulated in
some case-based or problem based learning environment are not only
better understood, but also are more consistently transferred to new
situations.
ICT tools have positively contributed to better academic achievement as
compared to conventional methods of teaching and learning. The
introduction of the digital content for various subject areas has really
contributed a lot.
3.3 Conclusions
Based on prior findings, it can be noted that ICT integration in schools is
taking the center-stage. This is attributed by the availability of the core ICT
tools required to facilitate teaching and learning.
The high rate of ICT use in teaching and learning could be attributed to
lack of ignorance, acquisition of necessary knowledge and skills pertaining
integration of ICT in the teaching and learning process and even
availability of relevant resources for the same.
ICTs in education are not transformative on their own. Transformation
requires teachers who can use technology to improve student learning.
The professional development of teacher educators in the area of ICT
integration has really contributed to positive outcome in positive academic
achievement.
Positive achievements only mean one thing; use of ICT seems to have
given learners considerable drive and motivation to become more
independent and increasingly enjoy learning thus a positive outcome is
achieved.
The study finally concluded by that ICT tools have the power to provide a
window of opportunity for educational institutions and other
organizations to harness and use technology to complement and support
the teaching and learning process successfully.
26
3.4 Recommendations
Make ICT a priority
As Carlson (2002) indicates, success in ensuring that teachers acquire
the skills and knowledge they need to use technology effectively opens
the door to all kinds of new educational opportunities for both teachers
and students, and downstream economic opportunities for graduating
youth and their countries. This success is the key to participation in the
global knowledge economy. Accordingly, teacher professional
development in the use and application of technology must be given the
priority and resources it deserves, while still maintaining a
constructively critical eye on its costs and methodologies.
Modernize training and the curricula
The fundamental aim is to give the learners the opportunity to become
critical thinkers, problem solvers, information literate citizens,
knowledge managers and, finally, team members who are proficient in
collaborating with others. Meeting this aim requires a fundamental
change in how teachers and learners are trained and in curriculum
development approaches.
Mainstream ICT in all subjects
ICTs should be infused into the entire curriculum. Restricting
technology experiences to a single course or a separate area of
education will not prepare students to be technology-using
individuals. More attention is needed for this integration into the
curricula. The focus seems to be on the classic 'Mathematics, Science,
English' package, giving the dangerously wrong impression that ICTs
cannot be integrated in all other subjects. The integration itself tends to
be focused on technology rather than on information and
communication.
Proper planning
Ensure that planning is based on an awareness of global “best practice”
regarding the adoption and diffusion of ICT in education, the
27
development of sharable digital content, and teacher-training
standards.
Need for a framework for ICT education in Schools
Realizing the potential benefits of ICT has been shown over the years
to be difficult to achieve unless it is clear what capabilities the students
are being expected to develop in the course. Without a clear overview
of the learning processes required to develop such capabilities, there is
a tendency for ICT to be “bolt on”, time consuming and costly to
implement and its benefits remain unclear or dubious.
3.5 Suggestion for further research
The following areas that were left out in the above study should be wholly looked
into:
The study should be broadened to investigate higher institutions of
learning such as colleges and universities
The study should be carried out to investigate the effect integrating
ICTs in special schools.
28
Reference
1. KIE (Kenya Institute of Education) (n.d.) Kenya e-learning initiative project. [Online]. Available: http://www.itu.int/partners/project.asp?lang=en&id=58
2. Draxler, A and John Rose "Towards a UNESCO Strategy on ICTs in Education; Some Preliminary Elements for Discussion". IICBA Newsletter, June 2000, Vol. 2, No. 2
3. E-learning Africa. (2007) The conference on ICTdevelopment, education and
training. [Online]. http://www.elearning-africa.com/index.php
4. Farrell, G.M. and C. Wachholz, eds. 2003. ICT in Education: Meta-survey
on the Use of Technologiesin Asia and the Pacific.” UNESCO. www.unescobkk.org/index.php?id=1225
5. Main achievements for use of ICT in Education in Korea 1996-2006
www.english.or.kr/ICTfiles/afieldfile/2006/08/10/KERISSpecialRep
ort.pdf
6. “Ministry of Education National ICT Strategy for Education and
Training.” 2006. Ministry of Education, Science and Technology/Ministry of Information and Communication. www.education.go.ke/MOESTDocs/NATIONAL%20ICT%20STRATEGY%20FOR%20EDUCATIO%20AND%20TRAINING%20JUNE%202006.pdf
7. Muriithi P. (2005). A framework for integrating ICT in the teaching and
learning process in secondary schools in Kenya. MSc. Thesis submitted at the University of Nairobi, School of computing and Informatics.
8. “National ICT Policy.” 2006. Ministry of Information and
Communications. http://www.information.go.ke/docs/ICT%20Policy.pdf
9. NEPAD e-Schools Demonstration Project. 2005-2006. E-Africa
Commission. www.eafricacommission.org/nepad_eschool_initiative.html
10. Omwenga, E., Waema, T., & Wagacha, P. (June 2004). A model for
introducing and implementing e-learning for delivery of educational content
29
within the African context. African Journal of Sciences and Technology 5(1) 35-48.
11. UNESCO World Education Report (1998), Teachers and Teaching in a Changing World.
30
Appendices
Appendix A: Assignment of Consortia to Countries and Schools
Country School Consortia
Lycée Draa Mohamed Sadek
Lycée Abdelhak Benhamouda
Algeria Lycée Bouchoucha Cisco
Lycée Cité Olympique
Lycée Abderrahmanr Ben Ouf
Lycée Ben Sahnoun El Rachedi
Lycée Provincial de Ziniare (Launch School)
Lycée Yadega HP
Collége d’Enseignement Général (CEG) de Pobe
Mangao
Burkina Faso Lycée Untaani
Lycée Provincial de Boulsa AMD
Collége d’enseignement général de Komtoega
Government High School, Buea - Bokwango
Cameroon Government High School, Mvengue Microsoft
Lycee Classique d’Edea
Lycee Technique de Bamenda
Government Bilingual Secondary School, Bafia AMD
Government Secondary School, Mbansan (Launch
School)
El Moqta Secondary Mixed School
Omaer Ibn Abd El Aziz Elsalaa Secondary School HP
Egypt Elhadin Secondary School (Launch School)
El Ghrfa El Tegaria Secondary School
Sobeih Secondary School Oracle
Elwesam Experimental School
CES Lucien NKOUNA-Bongoville (Launch School)
CES Edouard MOSSOT-Moabi AMD
Gabon Lycée Paul Marie YEMBI NDENDE
CES André Gustave ANGUILE
Lycée Richard NGUEMA BEKALE Oracle
CES Mouapa BEOTSA
Acherensua Secondary school
Ola Girls Secondary School (Launch School) Oracle
Ghana Akomadan Secondary School
Walewale Secondary School
St Augustine's Secondary School Cisco
31
Wa Secondary School
Mumbi Girls secondary
Menengai Mixed secondary Oracle
Kenya Isiolo Girls Secondary School (Launch School)
Maranda High school
Chavakali High School Microsoft
Wajir Girls secondary
Lesotho High School (Launch School)
Bereng High School Oracle
Lesotho St. Cyprian's High School
Sechaba High School
Qacha's Nek High School Microsoft
Sefikeng High School
Lycée Fodie Maguiraga
Lycée Bocar Cisse Oracle
Mali Lycée Alfred Garcon
Lycée Mamadou Sarr
Lycée Attaher Ag Illy AMD
Lycée Dowele Mariko
Belle Rose State
Secondary School Cisco
Mauritius Windsor College
Ambassador College
Rose Belle High School
Mon Lubin College Microsoft
MEDCO (Cassis) Secondary School
Escola Secundaria deEmilia Dausse
Mozambique Escola Secundaria de Angoche Microsoft
Escola Secundaria de Cuamba
Escola Secundaria de Vilanculos
Escola Secundaria Joaquim Chissano HP
Escola Secundaria de Gurué
Federal Government Academy Suleja (Launch
School)
Nigeria Federal Government Girls College Bakori Microsoft
Federal Government Girls College Owerri
Federal Science & Technical College Uyo
Federal Science & Technical College Lassa HP
Federal Government College Odogbolu
Collège St André
G.S. Muhura (Launch School) Cisco
32
Rwanda Lycee de Zaza (in Kibungo-Zaza-Ruhembe)
Collège Christ-Rois de Nyanza (in Nyanza-Mugozi)
Ecole Secondaire St Francois de Shangi microsoft
ESSA-Gisenyi
Lycée De Niakhar (Launch School)
Lycée WAOUNDE NDIAYE MS/Cisco
Senegal Lycée DE DAHRA
Lycée DE BARGNY
Lycée IBOU DIALLO AMD
Lycée ALINE SITOE DIATTA
Hendick-Makapan High School
Lomahasha Secondary School HP
South Africa Maripe Secondary School (Launch School)
Ipetleng Secondary School
Thozamisa High School Oracle
Isiphosethu High School Cisco
Bugulumbya Secondary School (Launch School)
Kabale Secondary School HP
Uganda Masaka Secondary School
Kyambogo College School
Bukuya Secondary School AMD
St. Andrew Kaggwa Senior Secondary School, Kasaala
Appendix B: NEPAD e-Schools Outcomes and Impact Indicators
NEPAD e-Schools Outcomes
Impact Indicators
1. Students Through the use of ICT: • Develop appropriate level of ICT capability • Become more engaged in own learning
• Demonstrate proficiency in the use of ICT for:* word processing spreadsheets basic e-mailing basic Internet browsing presentation tools Graphics. • Use ICT to collaborate, publish and interact with peers, experts and other resource people.* • Use ICT to locate, evaluate and collect
information.*
2. Learning environments ICT is used to support constructivist teaching that is more: Learner-centred
• Students use ICT to investigate the real world and build a wider, deeper knowledge base.* • ICT enables students to be active as participants in their own learning.* • The interactive, multimedia and communication
33
Knowledge-centered Assessment-centered Community-centered
characteristics of ICT are used to enhance student motivation.* • ICT is used to foster collaboration and co-operation among students and more interaction with teachers.* • ICT is used to support more individualized learning (at the students’ own pace).* • ICT is used to provide learning experiences and allow students to progress at their own pace.* • ICT tools are used to increase student productivity.* • Students engage in higher levels of thinking such as application, analysis and synthesis. • Adaptive technologies are used to enhance learning for students with physical disabilities.
3. Teacher ICT competencies Teachers are competent to apply ICT in order to: • Support students (with respect to learning activities) • Create a constructivist learning environment • Contribute to the relevant learning communities
Teachers are: • able to teach students how to use available hardware devices safely* • able to use and apply basic software programmes in the context of their teaching* • able to use ICT to improve their professional and administrative proficiency* • able to use the Internet to locate additional learning resources to enrich the curriculum* • able to use ICT to facilitate a variety of assessment and evaluation strategies* • aware of health, legal and ethical issues with regard to the use of ICT* • able to plan and design learning experiences supported by ICT with a special reference health topics* • able to collaborate with other teachers internally and externally to their school* • Able to develop digital content teaching materials on their own.
4. School ICT capacity All teachers and students have immediate access to: • The hardware and Software necessary to support the curriculum • The support necessary to enable its use
• Teachers and students have ready legal access to a range of appropriate content software.* • Students and teachers have ready access to ICT hardware.* • Effective policies are in place for the management of hardware resources.* • Teachers and students have access to online services such as Internet and e-mail.* • Teachers and students have access to technical support when required.* • There is management and co-ordination of digital resource materials across all learning areas.*
5. School environment The school environment is supportive of teachers’ and students’ use of ICT based on a shared, community-based vision that prepares students to learn, work and live successfully in a
• National policies and long-term plans are in place to promote and support and use ICT in schools.* (Note: These should be shared via the portal that is to be established by the Demo manager.) • Pedagogical school policies encourage students to
34
knowledge-based, global society reach out beyond the classroom.* • Curriculum support personnel are available to assist teachers to integrate ICT in the learning and teaching process.* • School policies and processes engage parents, community members, school staff and learners in interactions and partnerships that advance the use of ICT in schools.* • Schools collect and analyze data regarding the use of ICT to inform decision-making.
6. Health Point The Health Point is a unit to be developed within each school through which to: • Provide access to health information to children, parents and health workers (especially in rural areas) • Promote healthy living and awareness of health issues to the wider community.
• Health education is promoted in schools via print and ICT related methods including broadcasting. • A health portal is available to health workers and the wider community. • Mass media are used to promote healthy living and to provide health related information on topics such as HIV/AIDS and malaria. *
Appendix C: ICT Initiatives and Projects
Project: The Learning Resource Centre: Offers training in educational management
and integration of ICT for school managers, lecturers, and students.
• Organization(s): Kenya Technical Teachers College in Nairobi
• Funding source: Flemish Association for Development and Technical Assistance and
UNESCO (during the first year)
• Contact: www.vvobkenya.org/sites/LRCVVOB/index.htm
Project: Provision of computers and training: A primary example of the several
NGOs with similar goals that collaborate under the NICE umbrella.
• Organization(s): Computers in Schools
• Funding source: Multiple partners and sources (see list on Web site).
• Contact: www.cfsk.org/home.htm
Project: ICT equipment for schools: Computers purchased for 142 schools in support
of the ICT in Education Strategy.
• Organization(s): Kenya ICT Trust Fund
• Funding source: Ministry of Education
• Contact: www.education.go.ke/ICTFund.htm
Project: Mukuru ICT Centre: ICT skill development for under-privileged youth
35
opened as part of the Mukuru Promotion Centre in Nairobi run by the Sisters of
Mercy.
• Organization(s): Corporate consortia led by British Airways
• Funding source: British Airways, Microsoft, Cisco, and others.
• Contact:
www.education.go.ke/ICTFORUM/ICT%20in%20Africa%20&%20Mukuru%20-
%20Mrs.%20Mary%20Barry.pdf
Project: Development of Learning Content: digitisation of curriculum content for
delivery in schools.
• Organization(s): Kenya Institute of Education
• Funding source: Ministry of Education
• Contact: www.kie.go.ke/
Project: Support Centres: Central and regional centres provide immediate solutions
on ICT issues to schools via telephone or online inquiries.
• Organization(s): Ministry of Education
• Funding source: Microsoft and the ICT Trust Fund
• Contact: www.education.go.ke/Speeches/MN_ICT_Strategy_2August2006.html
Project: Sponsored Schools: The introduction of computers and distance learning to
supplement teaching and improve learning methods in Aga Khan schools in Kenya.
• Organization(s): Aga Khan Education Services
• Funding source: Aga Khan Foundation
• Contact: Aga Khan Foundation's education activities,
www.akdn.org/agency/akf_concerns.html#education.
Project: Internet cafés: More than 400 Internet cafés have been opened in urban and
rural areas where there is electricity.
• Organization(s): Telcolm Kenya
• Funding source: Telcolm Kenya
• Contact: Dr. Speranza Ndege, www.elearning-
africa.com/newsportal/english/news19.php
Project: NEPAD e-Schools Initiative: Multi-partner demo project that equipped six
secondary schools with state-of-the-art ICTs and provided teacher training and
learning content.
• Organization(s): e-Africa Commission, Ministry of Education, and two consortia led
by Oracle and Microsoft
36
• Funding source: Oracle, Microsoft, and the Ministry of Education
• Contact:
www.eafricacommission.org/docs/NEPAD%20eSCHOOLS%20DEMO%20OVERVI
EW.pdf
Project: Agricultural Non-formal Education: A farmers’ resource centre in Mwingi
district that functions as a community information supermarket is equipped with a
computer, a World Space radio, a digital data adapter, a printer, a mobile phone, and
several informational CDs.
• Organization(s): Arid Lands Information Network-Eastern Africa (NGO) and the
Ministry of Agriculture
• Funding source: FORD Foundation, NOVIB, DFID, and OXFAM-GB
• Contact: www.alin.or.ke/about/who.asp
Project: Computer Skill Development: A free e-learning programme in computer
skills for youth living in the slum areas of Nairobi.
• Organization(s): Nairobits, an NGO run by local staff
• Funding source: Dutch and Irish computer experts
• Contact: www.developments.org.uk/data/Issue22/e-for-education.htm
Project: KENET Initiative: An initiative that will establish permanent high-speed
Internet infrastructure in 22 institutions in the next 12 months; establish or improve
node infrastructure within each strategic institution; connect 30 tertiary institutions
to the backbone within two years; and expand to 600 secondary and primary schools
within two years.
• Organization(s): KENET
• Funding source: Ministry of Education, ICT Trust Fund
• Contact: www.kenet.or.ke/about/index.php?yah=mission&yeh=objectives
Project: Crossing Borders – East, West, Southern Africa and Central Africa: A cross-
cultural distance learning scheme linking young African writers to experienced UK
mentors.
• Organization(s): Lancaster University
• Funding source: British Council
• Contact: www.crossingborders-africanwriting.org/about/
Project: School Broadcasting: After a successful one-year pilot, there is now a plan to
revive Kenya’s nationwide school broadcast service, using WorldSpace technology to
broadcast educational content to 11 million students in 18,000 primary and 3,000
37
secondary schools by the end of 2006.
• Organization(s): Kenya Institute of Education (KIE) and WorldSpace
• Funding source: WorldSpace Incorporated
• Contact: www.itu.int/partners/project.asp?lang=en&id=58
Project: The AVOIR Project: A collaboration among 14 universities to produce
educational software while at the same time building software design, development,
and support capacity in the higher education sector.
• Organization(s): University of Nairobi and Jomo Kenyatta University of Agriculture
and Technology
• Funding source: IDRC, Department of Science and Technology (South Africa),
UNESCO, Carnegie Corporation, USAID, Sun Microsystems, International
Oceanographic Data and Information Exchange
• Contact:
http://avoir.uwc.ac.za/avoir/index.php?module=cms&action=viewsection&id=gen
12Srv48Nme23_2
Project: Free Software Licenses: Microsoft Corporation is providing free access to its
operating software for schools and higher education institutions in order to reduce
the cost of buying and using computers. The company will work with the
organisations involved in supplying computers tothe institutions to install the
software on the machines.
• Organisation(s : Microsoft and the Ministry of Education
• Funding Source: Microsoft
• Contact: ICT Director, Ministry of Education, Kenya
38
Appendix D: Budget
Cost/Unit No. of Units Total Cost
Typing 20 38 760.00
Printing 10 50 500.00
Binding 50 1 50.00
Photocopy 2 40 80.00
Stationery 100 1 100.00
Travel expenses 4500 4500.00
Miscellaneous 500 500.00
Total 6490.00
Appendix E: Time Plan
Activities Time/Months (2009)
Jan Feb Mar Apr May June July
Problem identification and
literature review
√
Research design √
Measurement design √
Data collection √
Data analysis/presentation √
Summary of items √
Research submission √
39
Appendix F: Questionnaires
i) Sample Teacher Questionnaire
School ______________________________________
Department __________________________________
Tick where appropriate
Gender Male Female
Position (teacher, H.O.D)
_____________________________________________
1. What do you understand by the term ICT?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Do you use ICTs in teaching and learning process?
Yes No
If Yes, how often?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What type of ICTs do you use in teaching?
____________________________ ______________________________
____________________________ ______________________________
____________________________ ______________________________
____________________________ ______________________________
40
4. What are the effects of using ICTs in teaching and learning process?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What is the response of students in regard to using ICTs in teaching and
learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. How have ICTs affected the department/school academic performance?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. What are your opinions to the use of ICTs in teaching and learning process
in your area of specialization?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
41
ii) Sample Observation Checklist
ICT Equipment
Number of computer lab(s)
Yes No
Network infrastructure
Computers
Projector/whiteboard
Interactive whiteboard
Printer
Internet
Video equipment
Others:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Support staff Available Not Available
Departments where ICT facilities are used
Administration Accounts Academic
Other:_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
42
Frequency of ICT use in teaching
Often Moderate Rare
Tick where appropriate
Low Moderate Good Very Good
State of ICT infrastructure
ICT literacy of teachers
ICT literacy status of Students
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
43
iii) Student Sample Questionnaire
School ________________________________________
Class _________________________________________
Gender Male Female
Age (13 - 14) (14 - 15) (15-16) (16 - 17) Other ___
1. Do you use ICTs in learning process?
Yes No
If Yes, how often?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Select the type of ICT tools you use in the learning process
Computers Radio Digital cameras
Television Print media Journals
Others
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. How can you rate the use of ICTs in learning in your school?
Low Moderate Good Very Good
44
4. What have you gained form the use of ICTs in learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. How have the use of ICTs affected your personal understanding of
educational concept?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. Do you think there is need to improve the ICT infrastructure I your school?
Yes No
If Yes, How?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
45
iv) Sample Questionnaire for Technical Staff
School ___________________________________________
Department _______________________________________
Position (Computer technician, system administrator)
________________________________________________
Gender Male Female
1. What do you understand by the term ICT?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What ICT tools are available in your department?
___________________________ ______________________________
___________________________ ______________________________
___________________________ ______________________________
___________________________ ______________________________
3. How often are the ICT tools used in teaching and learning?
Often Moderate Rare
Give reasons
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
46
4. What are the major challenges you face when working with ICT tools?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Do you think there’s need for improving the available ICT tools?
Yes No
Give reasons
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
6. Give recommendations on how you can improve the available ICT facilities.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
App
i) Di
Video
pendix G: D
istribution
Video equi0%
Inwh
Internet 11%
Video equip11%
Inwh
Internet 0%
o equipment 0%
Data Repr
n of ICT E
Interactivewhiteboar
0%
Printer 14%
Internet14%
ipment
teractive hiteboard 11%
Prin11
pment
teractive hiteboard
0%
Print25%
resentation
Equipment
e d
t
Others14%
Sc
nter 1%
Others 11%
Sc
ter %
Others 25%
Sc
47
n Charts
t
Comlabo
1
s
chool A
Complabora
12
chool B
chool C
mputer oratory 15%
Computers14%
Proj
puter atory 2%
Pro
Complabora
25%
Computers 25%
Pro
Networkinfrastruct
15%
jector/whiteboard 14%
Network infrastructur
11%
Compute11%
ojector/whitebard 11%
uter atory %
Netwoinfrastru
0%
ojector/whitebard 0%
k ture
o
re
ers
bo
ork ucture %
o
ii) R
iii) T
0
1
2
3
4
5
6
Rate of use
Teachers’ op
0
1
2
3
4
5
6
7Frequency Of ICT Use
Sch
e of ICT to
pinion on t
Low
hool A
Positive
ools in teac
the use of I
Moderate
Rate o
ICT
Scho
Teachers' Op
(+ve) N
48
ching and
ICT in teac
Good
of ICT Use
T Use
ool B
pinion on ICT U
None N
d learning.
ching and le
Ver
Scho
Use
Negative (‐ve)
earning
ry good
ool C
)
iv) L
Learners res
School 0%
sponse to th
B
Sch3
School B 0%
he use of IC
School B 44%
School C 25%
Positive (
hool C 33%
Neutr
Sc
Negative
49
CT in learn
S
(+ve) Response
al Response
chool C 100%
(‐ve) Respons
ning.
School A 31%
e
School A67%
S
se
A
chool A 0%
v) St
vi) E
0
1
2
3
4
5
6
tudent Resp
Effects of IC
0
1
2
3
4
5
6
7
Sch
ponse on th
CT Tools on
School A
Pos
hool A
Pos
he Use of I
n Performa
Scho
Studen
sitive (+ve)
Sch
Effects ICT Too
sitive (+ve)
50
CTs
ance
ool B
nt Response
None Ne
ool B
ols on Perform
None Ne
School C
egative (‐ve)
Scho
mance
egative (‐ve)
C
ool C
