Factors influencing the adoption of ICT in public secondary schools: a case of Abogeta Division in Imenti South, Kenya

Abstract

The government of Kenya has endeavored to provide education to its citizens, Several stakeholders have raised concerns over the relevance and quality. Information and communications technologies (If'Ts) have been seen as the possible enabling tools for educational change and reforms. This study aimed at establishing factors influencing the adoption of leTs in public secondary schools of Abogeta Division in Imenti South District, Kenya. The researcher sought suggestions on how to promote leT adoption in schools. The literature was reviewed, gaps identified and linked to the current study.

Descriptive survey research design was adopted in this study. The researcher focused the study on all the 25 public secondary schools of Abogeta Division in lmenti South District. Questionnaires were used as instruments of the study. The validity of the instruments of the study was established by seeking the opinion of the experts in the field of study. The data was analyzed by means of descriptive statistics, facilitated by appropriate statistical package for social sciences (SPSS). Ratios, frequencies, tables and percentages, were used for data presentation and guiding on how to interpret the findings.

The study established that most of the schools lack adequate let materials, which could enable the principals, and the teachers adopt leT in their operations. It was also clear that the few materials available were not accessible to the teachers because the principals and their secretaries used them. School management support was lacking and the necessary training on how to integrate leT within the curriculum and school management systems.

The absence of the three variables affected the adoption of leT in schools negatively. The study recommends that the government should develop a strong leT infrastructure base in all the schools including electricity connectivity, train adequate leT specialists and post them to schools and sensitize the schools' administrators on the need to motivate and involve the teachers in planning for leT adoption. The findings should provide the government with insightful reference, which it can use as a benchmark to evaluate the success and failures of the leT policy framework formulated in 2006 by the ministry of information and communication to act as a blueprint of leT adoption in a11 sectors of the economy.