Factors influencing integration of information and communications technology in music curriculum in secondary schools in Nairobi County, Kenya

Abstract

Information Communication and technology is a prerequisite for global competitive quality education, training and research for development. The study aimed at analyzing the factors influencing ICT integration in music curriculum in Nairobi County, Kenya. To achieve this, research objectives were formulated on the extent to which ICT had been integrated in the school music curriculum. These objectives were to determine the influence of physical facilities, to analyze the influence of teaching and learning resources, to access the influence of school leadership and to determine the influence of in-service teacher training in integration of ICT in music curriculum in secondary schools. The study adapted description survey design. The study targeted 26 public and 8 private secondary schools, 214 teachers and 520 students of music in form three and four. Out of this a sample size of 272 students and 136 teachers of music, and all 34 head teachers was selected using Kothari’s (2004) formula to calculate a sample size. Data were analyzed through description statistics and presented in form of tables and figures. The study findings indicated that majority (75.4%) of the music teachers and head teachers recognized the value attached to ICT integration in the music curriculum. Concerning the availability ICT facilities and resources, teachers of music indicated inadequate computer laboratories (81.1%) and electricity (19.7%). Support from school management was represented fairly by 41.5 percent. Established also was that in order to improve integration in school curriculum, most teachers of music (73.5%) and head teachers (41.2%) respectively recommended for teachers in-service courses in ICT integration. In conclusion, it was noted that given the right conditions, integration of ICT in secondary school music curriculum would provide the teachers of music with opportunities to improve professionally through in-service courses of ICT. Teachers of music and head teachers’ positive attitude toward ICT integration could reckon the provision of ICT infrastructure, facilities and equipment which could enable the realization of effective integration. The study therefore recommended that schools be equipped with adequate ICT music facilities and resources. In addition, teachers and head teachers should take lead in promoting ICT integration by registering for higher level of education where computers are a prerequisite. In addition every school should adapt the national ICT policy and plan for its implementation. Last a similar study should be conducted on the impact of ICT integration in music curriculum.