Application of instructional technologies in teaching and learning in public secondary schools in Kiambu sub-county

Abstract

The purpose of the study was to examine the application of instructional technologies in teaching and learning in public secondary schools in Kiambu Sub-County. The focus was on four main subject matters: Availability of instructional technologies in schools, ICT application in teaching and learning, competence by both teachers and students, perceived benefits of ICT use and problems faced in the application of ICT in teaching. The study is closely connected to the national educational policy which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. The study was informed by two theories namely Technology Acceptance Theory (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). Technology Acceptance Theory assumes that beliefs about usefulness and ease of use are always the primary determinants of information technologies adoption in organizations. Unified Theory of Acceptance and Use of technology suggests that performance expectancy (perceived usefulness), effort expectancy (ease of use), social influence and facilitating conditions are direct determinants of technology acceptance (behaviour intention) and use (behaviour). Advances in ICT in education imply teachers’ acceptance and willingness to use technology in teaching and learning. The perceived usefulness and ease of use of any technology determines the pedagogical application of ICT skills in teaching. Data was drawn from a total of 51 teachers and 115 students from six public secondary schools in Kiambu Sub- County. The research adopted a mixed methods approach to data gathering using questionnaires and semi structured interviews to gather data from students, teachers and principals. The data was then analysed using Exel program. It was then interpreted and inferences made and presented descriptively using pie charts, tables and percentages.