Adoption and utilisation of computer technology in public secondary schools: case of Meru South District, Kenya

Abstract

Information and computer technology (ICT) has found relevence in various applications. Among these applications is in schools where it is applied in aiding learning. It has enabled the dissemination of learning materials through on-line means enabling many learners to participate in schooling system. This has mostly been applied in developed countries. In Kenya, the application of ICT in school learning is relatively new. It has mainly been applied in urban and/ or private schools creating a pool of computer literate students. The case is different in most public schools due to a number of reasons. The government introduced the school computerization programme to bridge this gap but little progress has been achieved. This study geared towards understanding the level of leT adoption and utilization in public rural secondary schools, an.d .factors influencing it in Meru South district. Four schools were purposively selected for the case study. School principals, ICT trainers and students were interviewed over various issues relating to computer technology adoption, usage and challenges. The study findings revealed that less than half (45%) of the schools in the district have adopted ICT in learning or administrative tasks. The schools that have , adopted have done it in the recent past through the support of NGOs and private entities or through generated fees. The government computerization programme had not benefited any ,of the schools in Meru south. The computers are mainly used for administrative and learning purposes. Even where adopted, the computers are only used to teach ICT studies but have not been used for teaching other subjects. Among the limitations facing the adoption and utilization of ICT in learning in public schools is lack of adequate staff to train lCT courses with most having basic or no skills; energy; failure to prioritize ICT studies; preference for other courses that are easier to pass or with sufficient materials and tutors; and lack of adequate number of computers such that students taking ICT studies