Factors influencing pedagogical integration of information communication and technology in Teaching and learning in public secondary schools: A case of Keiyo sub county, Elgeiyo Marakwet county, Kenya

Abstract

The purpose of the study was to investigate factors influencing pedagogical integration of ICT in teaching and learning in public secondary schools in Keiyo Sub County, Elgeiyo Marakwet County. The research objectives were: To determine how the ICT infrastructure available influences pedagogical integration of ICT in teaching and learning in public secondary schools in Keiyo Sub County ; To establish how access of ICT influences pedagogical integration of ICT in teaching and learning in public secondary schools in Keiyo Sub County ; To determine how leaners level of training on ICT influences pedagogical integration of ICT in teaching and learning in public secondary schools in Keiyo Sub County . To assess how the teachers‟ training in ICT influences pedagogical integration of ICT in teaching and learning in public secondary schools in Keiyo Sub County. The study applied a descriptive survey research design and data was collected using questionnaires. The study targeted public secondary schools that have installed ICT in teaching and learning. In this study, Stratified random sampling and simple random sampling was used in selection of the study sample. The findings of this study indicate that use of ICTs was largely limited to acquisition of basic skills by teachers and learners and availability of infrastructure. More efforts should focus on preparing the teachers and learners to use ICT as instructional tools. Thus, the use of ICTs in schools should focus more on the way ICTs can be used to enhance teaching and learning rather than basic computer skills. The study concludes that the potential that ICTs hold in pedagogy can only be attained if key challenges identified as influencing the use of ICTs in supporting teaching and learning are handled. These factors include availability of ICT infrastructure, lack of skills on how to integrate ICTs in teaching and learning, poor connectivity, Poor electricity supply and lack of technical assistance. Based on the findings the researcher proposes further research on attitude and perception towards integration of ICT in teaching and learning and the extent of adoption of ICT in selected urban and rural schools.