Factors affecting implementation of information and communication technology in Kenya's rural

Abstract

Information and Communications Technologies (ICTs) entail the convergence of computers, telecommunication and audio-visual systems. In this study, the term ICTs was used to mean the use of computer hardware, software, networking and the Internet, and other media of communication such as television, radio, newspapers and cell phones. The objectives of this study were to establish the extent of implementation of ICTs in rural secondary schools in Igembe and to identify the factors which are affecting implementation of the ICTs in Igernbe secondary schools. A census study was conducted at the 38 schools out of 40 secondary schools in Igembe district. To collect data the researcher used a structured questionnaire that was personally administered to the respondents. The respondents were the school principals, computer course teachers or any other knowledgeable teacher in the respective secondary schools. These individuals were chosen as they are expected to be more knowledgeable and therefore in a position to provide the knowledge being sought. In this study, data was analyzed using frequencies, mean scores, standard deviations, percentages, Friedman's test and Factor analysis techniques. The researcher found out that over 50% of the Igembe secondary schools had not yet acquired computers and none had the Internet connection. The study indicated that cost of connection, lack of; computers, technical support, electricity and telecommunication links contribute to the lack of Internet connection. ICTs were mainly used for; mailing and chatting with peers, leisure and entertainment, office work, and students' information search. The factors that affect ICT implementation were categorized as; inadequate funding, unconducive ICT environment, improper ICT strategies and supportive resource. The 52.6% of the schools in Igembe district are five years and younger, this connotes that the school resources are being used in development of the physical infrastructure such as buildings, hence, 60.5% of the schools in the district have not yet acquired any computer. The extent of implementation and ICT usage in Igembe district was limited to the traditional ICTs such as radios, television sets, news papers- and just a few computers. The researcher identified one of the major factors hindering implementation of ICTs as lack of funding, thus the government and NGOs should come up with an affirmative action geared towards automation and revolutionizing education systems using ICT by providing finances and expertise to the schools.