| dc.description.abstract | This study investigated factors influencing the integration of computer-based technologies in teaching by teachers at Secondary School level. Generally there has been a slow integration of computer-based technologies by teachers in teaching in secondary schools in Kenya. It was critical to study the factors that influenced integration of computer based technologies in teaching. The factors analysed were; attitude, knowledge in lCT, access to ICT tools and subject taught as informed by the literature review. The study employed a survey design using questionnaires and interview guides as the main data collection instruments.
The study used teachers in schools with computers. The schools were purposively sampled and questionnaires administered to teachers in all the school curriculum subjects and to students. The questionnaires and interviews were administered by the researcher and one trained assistant. Data was stored in Microsoft Excel and was analysed using SPSS. Qualitative data was presented using frequencies, tables and percentages.
The level of ICT integration in teaching was found to be low. The study revealed that teachers' skills and experience with ICT and access to ICT tools significantly influenced ICT integration in teaching. Attitude and subject taught were found not to be significant determinants in ICT integration since integration of ICT did not significantly vary across subjects. Teachers' knowledge in ICT and access to ICT tools were found to be a significant factors in integration of ICT in teaching, hence teachers with ICT knowledge and who had access to ICT tools were more likely to integrate ICT in teaching.
The understanding from the research is paramount to the successful implementation of computer-based technologies in the wider secondary school population. It will also help to change pedagogical processes and improve performance outcomes. We have recommended enhanced pre-service and in-service training of teachers on ICT and ICT integration as well as enhanced teacher access to ICT facilities within each school. | |
