Factors influencing integration of information communication technology in curriculum implementation in public secondary schools in Mogotio sub-county Baringo county Kenya.

Abstract

The purpose of the study was to establish the extent to which infrastructural, physical resources, availability of technical support influence integration of Information Communication Technology on curriculum implementation in public secondary schools in Mogotio Sub-County, Baringo County. The study objectives sought to establish to what extent infrastructural support influence integration of ICT in curriculum implementation; to what extent physical resources influence integration of ICT in curriculum implementation; and to what extent technical support influence integration of ICT in curriculum implementation in public secondary schools in Mogotio Sub County. The study adopted a descriptive survey design. A questionnaire was used to collect data from ICT teachers and/or HoD science or technical departments and principals. Data was analyzed using descriptive statistics mainly by use of frequency tables with the aid of Statistical Packages for Social Sciences (SPSS). Based on objective one, the study found that a majority felt that some schools have made efforts to supply computers for the various departments in the labs but there is still a problem with the accessibility and maintenance; a major hindrance being lack of internet connectivity. This has rendered the use of ICT for teaching almost impossible with a majority of the students using it (most probably their mobile phones) mainly to seek further knowledge. Some of the other hindrances to effective ICT integration in teaching (curriculum implementation) mentioned were lack of training and lack of a technician who would ensure servicing and maintenance of the computers available. As per the second objective the study revealed that most of the participants agreed that ICT is important in ICT teachers training. Some of the reasons given include it simplifies teaching, makes teaching enjoyable, helps ICT teachers save a lot of time amongst others. The last objective reveals that more than half of the ICT teachers have not received any training in ICT. Reasons given for not training include lack of opportunities for training and inadequate time to undergo training besides teaching. The study concludes that ICT infrastructure, physical resources, availability of technical support, poses major factors that could affect the integration of information communication technology in curriculum implementation in public secondary schools in Mogotio sub-county. This need to be addressed with the urgency it requires. The study recommends that the ICT teachers be trained on ICT use; the computers available be serviced and programmes installed get updated; the government should develop a policy on ICT integration at the school level; the schools should seek internet connectivity; the schools to network important offices within so as to promote ICT use; improve on staffing so as to curb work overload on some members of staff. This will create time for members of staff to train on ICT; and that the schools should employ a technician, who will concentrate on servicing and maintaining the computers available and not teaching. Suggestions for further research recommends for wider research across the country.