The use of information and communication technology in improving teaching and learning in public primary schools in Gatanga District, Murang’a County, Kenya

Abstract

The purpose of the study was to investigate the use of ICT in improving teaching and learning in public primary schools in Gatanga district. Five research objectives guided the study. The study used the descriptive survey research design. The sample comprised of 16 headteachers, 35 teachers and 377 class 8 learners. Data were gathered by use of questionnaires and were analysed by use of qualitative and quantitative techniques. The findings were that schools did not have IT facilities which affected the use of ICT in improving teaching and learning in public primary schools. For example, all the schools sampled did not have internet facilities, overhead projectors and video cassettes among other facilities. Findings also revealed that teacher preparedness affected the use of ICT in teaching and learning. For example, teachers had not attended in-service course in ICT in the last one year. Teachers said that they were trained in common packages level and were good in basic computer parts and functions such as opening, closing and saving files, opening and renaming files. Findings also revealed that administrative support affected the use of ICT in teaching and learning. Findings also revealed that there were challenges that faced the use of ICT in improving teaching and learning. Based on the findings of the study, it was concluded that lack or inadequate ICT facilities affected the use of ICT in improving teaching and learning in public primary schools. The study also concluded that teachers were adequately prepared in ICT but they could not use the skills since the schools did not have the required ICT facilities. Teachers were trained in common packages level. They also had basic computer skills such as opening, closing and saving files, opening and renaming files. The study also concluded that administrative support affected the use of ICT in teaching and learning. For example, headteachers indicated that they sometimes had an ICT coordinator who had no other responsibility and a computer specialist who is consulted. There were teachers who assisted pupils in using ICT in teaching and learning. It was therefore concluded that administrative support affected the use of ICT in teaching and learning. The study also concluded that there were challenges that faced the use of ICT in improving teaching and learning. Schools faced major challenges such as insufficient number of computers, difficulties in integrating ICT in teaching and learning, scheduling computer time, insufficient peripherals such as printers and scanners, lack of internet connection in the school, lack of technical assistance, weak infrastructure, insufficient technical support and prohibitive running costs. The study recommended that positive ICT for education policy statements from the government should be put in place that will go some way towards encouraging non-governmental donors to assist in the development of ICT in primary schools. Regardless of the extent of the government’s direct financial involvement in teacher training in ICT, the Ministry of Education should none the less be working in consultation with primary schools to enhance integration of ICT in teaching and learning. The government should formulate a policy with specific relevance to teacher capacity building in ICT. The study suggested that a study on perceptions of teachers on the potential of ICT in supporting teaching and learning in primary schools should be carried out. There is a need for a study on what are the most successful and relevant strategies for using ICT to change teaching and learning practices in primary schools. Since the study was carried out in a rural set up, there is need for a similar study in urban areas to compare the findings.