CHAPTER ONE

1.0 Introduction 1.1 Background Of The Study Information and Communication Technology (ICT) provide a window of opportunity for educational institutions and other organizations to harness and use technology to complement and support the teaching and learning process. E-Learning is an example of the use of these ICT-supported teaching and learning methods whose use in educational institutions (especially secondary schools and higher learning institutions) is gaining momentum with the passage of time (Omwenga, 2004). It is in this regard that the emerging and evolving changes in teaching and learning requirements and needs will be addressed in this research. The education system in Kenya is under increasing pressure to use new information and communication technologies (ICT) in teaching students the knowledge and skills needed in the 21st century. In the recent past, new ICT tools have fundamentally changed the way people communicate and do business. In this regard, they also have the potential to transform the nature of education: where and how learning takes place and the roles of students and teachers in the learning process (Muriithi, 2005). The major challenge facing the Kenyan education system is how to transform the curriculum and teaching-learning process to provide students with skills to function effectively in this dynamic, information-rich, and continuously changing environment. ICTs provide an array of powerful tools that may help in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environment. These challenges can only be met if institutions (secondary schools) embrace new technologies and appropriate ICT tools for learning (Wang, 2007). 1

The Ministry of Education Science and Technology (MOEST) and the private sector are doing a commendable job in introducing ICT to schools. Private non-governmental organizations such as Computer for Schools Kenya (CFSK) who are donating computers to Kenyan public secondary schools have so far supplied more than 500 secondary schools with computers (ICT in Education Options Paper, 2005). The major question in this case is; are these computers being used to enhance teaching and learning in our secondary schools? In the current curriculum, computer studies is a separate learning activity\subject. Students are being taught how to be computer literate, and not how to use computers to enhance learning. Models that serve as examples need to be used to show how computers can be used to promote learner centered education and it should reflect a general movement away from teaching computers towards using ICT as educational tools (Muriithi, 2005).

1.2 Statement Of The Problem ICT integration in the classroom is the application of technology to assist, enhance and extend student knowledge. Using ICT means more than simply teaching learners how to use computers but rather a means of improving education. ICT should be used to promote information literacy, that is, the ability to access, use and evaluate information from different sources so as to enhance learning, solve problems and generate new knowledge. According to Reform Forum (April 2003) Journal for Education Reform in Namibia Information Technology literacy is different from being able to integrate technology into teaching and learning. In essence, one does not only need to know how to use technological tools, but, also know how to construct things of significance with those tools. Teachers do not need to learn about technology, but rather, they need to learn how to use technology to enhance their learners understanding and critical thinking skills. Skills like, reading,

writing, and speaking should be the focus of using ICT in education, not simply ICT literacy. Kakamega district like many other regions in the country is still limited to computer literacy training. The ICT curriculum simply deals with Teaching about computers and not how computers can be used to transform teaching and learning in schools. Therefore, the researcher intended to find out the degree of use of computers in the teaching and learning process and its subsequent effects.

1.3 Purpose Of The Study The research study was aimed at identifying the extend of ICT integration in secondary schools and how they are utilized in achieving academic goals. It also was to identify the position of teachers in terms of; knowledge about technology and skills of integrating ICTs in the classroom, their attitudes towards technology. The study also sought to understand the role of ICTs in the classroom and clearly identify their potential with regard to achieving academic goals. It was to establish the perception of students to the technology, how useful it is as compared to the conventional learning process. Finally, was to identify the effects of ICTs, their enhancement and improvement of academic standards in the district.

1.4 Objectives Of The Study i. ii. iii. iv. Find out the extend of ICT integration in secondary schools. Find out how often ICT tools are used in teaching and learning process. Find out how often teachers use ICT tools for teaching purposes. Find out teachers opinions on the use of ICT tools in teaching as compared to other conventional methods. v. Find out the students response on the use of ICT tools in teaching and learning and how they influence their studies. vi. Find out the effects of using the various ICT tools.

1.5 Research Questions a) What is the extend of ICT integration in secondary schools? b) How often are ICT tools used in teaching and learning process? c) What are the teachers opinions on the use of ICT tools? d) What is the students response to the use of ICT tools in the classroom? e) How have ICT tools affected the academic performance?

1.6 Significance Of The Study The emerging global economy has sharpened the focus of education towards innovation, initiative; accessing, processing, and applying large amounts of information; exercising appropriate judgment; and collaborating with others to make sense of new situations. The stakes are high as the new labor force must meet the demands of the changing world in order to participate in market-driven economies, as well as understand and take on social responsibilities to conserve and utilize precious resources, protect the environment, and mitigate public health issues such as HIV/AIDS. ICTs have the potential to play a powerful role in enhancing the tools and environment of learning and preparing students to acquire skills, competencies and social skills fundamental for competing in the emerging global knowledge economy. Research and experience has shown that ICT tools, if well utilized in the classroom, have the potential to enhance the learning process. The research study was meant to enlighten the general public and various education stakeholders that ICT tools hold a great promise for developing economies like Kenya. The study can help in formulation of policies and strategies that can be used to enhance or improve the academic standards in our schools.

1.7 Limitations Of The Study The research study was carried out during the month of April. Most of the schools were out of session at that time and this hampered effective research. The research schools\locations were located far apart and therefore, the long distance associated with poor road network within the district negatively affected the study. The region is well known for having heavy rainfall during the same month and hence this hampered effective research and data collection. In addition, the research was based on an assumption that the respondents were to be honest and sincere with their answers.

1.8 Definition Of Terms Information and Communication Technology (ICT): This is an umbrella term that includes all technologies for the manipulation and communication of information. It can be hardware (such as computers, digital cameras, TV, radio), software (such as Excel, discussion forums) or both. Integration: This is a sense of completeness or wholeness (Earle, 2002), by which essential elements of a system are seamlessly combined together to make a whole. ICT Integration: This is the process of using any ICT (information resources on the web, multimedia programs in CD-ROMs, learning objects, or other tools) to enhance student teaching (Williams, 2003). Curriculum: This is a set of courses, and their content, offered at a school or university. Critical thinking: This is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

CHAPTER TWO
2.0 Literature Review 2.1 Introduction This section comprehensively looked at and reviewed relevant related studies of ICT and education. These included the computer concept, importance and purpose of study, objectives, recommendations, challenges and main findings that have been there since the inception and integration of ICT in teaching and learning.

2.2 Review Of Related Studies 2.2.1 Main achievements for use of ICT in Education in Korea (1996-2006) Korea, through the Ministry of Education and Human Resources Development (MOE&HRD) and Korea Education and Research Information Service (KERIS), established a number of plans to reform the education system as early as 1995, in preparation for the knowledge-based information age. Their vision was to create an open and lifelong learning environment where anybody could learn whatever they want to learn, anywhere and at any time using ICTs. To realize this vision, they had been working to shift a number of traditional educational paradigms: From teacher centered to learner-centered learning. From focusing on uniform education to focusing on learners diversity and individual strengths and characteristics. From stressing regulation and control to stressing autonomy and responsibility. From focusing on uniformity to focusing on freedom and equality, and Form using conventional tools like blackboard and chalk to using ICTs. To enhance the quality of teaching and learning in the knowledge-based information society through the use of ICTs, MOE&HRD and KERIS developed the following aspects of integrating ICTs in education (1996-2006).

2.2.1.1 Teacher training on ICTs use and Teaching-Learning innovation through Educational Content Development MOE&HRD and KERIS have trained more than 390,000 teachers in using ICTs in education and worked to develop more educational content. They also devised institutional measures to link school curricula with ICTs, and practical strategies for classroom application of new teaching and learning methods using ICTs. 2.2.1.2 Development and operation of Education Information Services MOE&HRD and KERIS have developed and operated a variety of specialized education information services according to the content and users needs. The National Teaching-Learning Center EDUNET is a comprehensive educational service that supports ICT use in school classes for teachers and students. The Cyber Home Learning System (CHLS) is an internet based learning system that helps students engaged in self-directed learning after school. The Digital Library System (DLS) manages school libraries and supports reading educational activities. The Education Resources Sharing System (ERS) promotes sharing and distribution of all educational information. This services to: Provide an environment for ICT-based teaching and learning. Enhance the efficiency of ICT-based teaching and learning, and Serve as a medium for spreading ICT-based education across the country. 2.2.1.3 Realizing advanced e-Administration service through the National Education Information System (NEIS) NEIS (www.neis.go.kr) is a web based nationwide administration system. It enables teachers to take care of administration tasks and share necessary administration information online. As a result, teachers can greatly reduce

time spent to deal with administrative work and thus improve the quality of their classes. 2.2.1.4 Establishment of infrastructure for ICT use in Education MOE&HRD and KERIS have successfully established physical infrastructure for ICT use in education so that Koreas 7.84 million primary and secondary school students and 390,000 teachers at some 10,000 schools nationwide can use computers and internet in teaching and learning. Almost all schools have been equipped with a computer network, computer rooms and ICT equipment. In addition, each teacher has been equipped with a computer. In the case of students, 1 to 6 students shared a computer as of 2005. It should be noted that, on 12th January 2007, at the UNESCO headquarters in the presence of the Director-General Koichiro Matsuura of UNESCO and his majesty king Hamad Bin Isa Al-Khalifa of the kingdom of Bahrain, the Korean Ministry of Education and Human Resources Development (MOE&HRD) and Korea Education and Research Information Service (KERIS) were awarded the 1st UNESCO king Hamad Bin Isa Al-Khalifa prize for the use of ICT in education (UNESCO 2007).

2.2.2 The NEPAD e-Schools Demonstration project (Glen Farrell, 2007) A major component of NEPAD is the development of Information and Communication Technology (ICT) infrastructure, which is considered essential to the achievement of long-term, sustainable, socio-economic development on the African continent. NEPAD e-Africa Commission (eAC) has been tasked as the coordinating organization responsible for developing and implementing ICT projects, one of which is the NEPAD e-Schools Initiative. Its major initiative is to: Teach ICT skills to young Africans in primary and secondary schools. Improve the provision of education in schools through ICT applications and the use of the Internet.

The purpose of the NEPAD e-Schools Demo project was to accrue a body of knowledge-based on real-life experiences of implementing ICTs in schools across the African continent. NEPAD e-Schools project (Demo project) sponsored the development of ICT infrastructure in six (6) schools in sixteen (16) countries across Africa through partnerships that involve the private sector consortia and the country government as indicated in Appendix A. The tasks undertaken by the NEPAD e-Schools planning group was to reflect the broad objectives of the e-Schools initiative in a set of six specific outcome statements. It developed measurable indicators for each of the expected outcomes. A full description of these outcomes and indicators is provided in Appendix B. Data relative to indicators were collected from teachers, students and school heads. The principle findings with respect to each of the outcomes as follows:

2.2.2.1 Student perceptions Students perceived that their ability to use e-mail, word processing and web browsing increased.

2.2.2.2 Teacher perceptions Teachers felt that their IT skills developed as did their confidence in using the technology.

2.2.2.3 Student-centered learning There was a little indication of a shift towards a more student-centered learning environment, a common goal of many ICT initiatives in schools. Global experience suggests that the integrated use of ICT in pedagogical practice needs much more incubation time, better access for individual learners, more operational reliability and much more training and support before this outcome can be achieved.

2.2.2.4 School perceptions Schools were generally very pleased with ICT models, training and content material provided by the Consortia. However, the repair and maintenance support was often lacking particularly in those instances where implementation did not occur in collaboration with a local company.

2.2.2.5 Sustainability While post-Demo sustainability of the models implemented is a concern for most schools and Ministries of Education, sustainability plans are being developed both at school level and within ministries.

2.2.2.6 Community interactions Increased positive interactions between schools and their neighboring communities were one of the most encouraging and unanticipated outcomes of the Demo. These interactions included training teachers at neighboring schools to use Demo school facilities, providing ICT services for the public and encouraging public use of the schools as e-learning centers. Through the implementation of the Demo, a general surge of awareness by the government of the growing importance of ICT in overall socio-economic development. The following observations provide some indication of the impact of the project I this environment:

2.2.2.7 Education sector policies The Demo project is reported to have had a catalytic effect in education sector policy development, particularly in the country, where the Demo project has been fully implemented and an ICT-in-education process had not been underway before the Demo was introduced.

2.2.2.8 Funding issues It has also brought funding issues to the forefront for both ministries and schools. A result has been that, in some ministries budget priorities have been

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adjusted in order to support ICT development, and, at school level, strategies are emerging to generate revenue to sustain the costs of connectivity, maintenance and to cover the cost of consumables.

2.2.2.9 Total cost of ownership Some ministries have had to start calculating the total cost of introducing ICT in schools, realizing that the cost of equipment is small relative to the costs of maintenance, connectivity, teacher training and, content development.

2.2.2.10

Public-private partnership (PPP) models

Kenya replicated the model of the PPP established by NEPAD e-Africa Commission to support the e-Schools Initiative in the form of trusts through which investment is both encouraged and prioritized with all public, private and civil society stakeholders involved. NEPAD e-Schools remains a Work in progress, in which lessons are being learned, applied and the catalytic effects of the Demo projects on schools, communities and ministries of education are evident.

2.2.3 ICT Education in Kenya (Glen Farrell, 2007) Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The Ministry of Education developed a Kenya Sector Support Program (KESSP) in 2005 that featured ICT as one of the primary areas with the aim of mainstreaming ICTs into the teaching and learning process. In June 2006, the MOE introduced the national ICT strategy for education and training, commonly referred to as the ICT policy for the education sector. It contained the following components, each with its own statement of strategic objectives and expected outcomes: ICT in education policy Digital equipment

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 Connectivity and network infrastructure Access and equity Technical support and maintenance Harnessing emerging technologies Digital content Training (capacity building and professional development) Research and development The Ministry of Education was given the mandate to lead the monitoring and evaluation of the strategys implementation, guided by overall government policies on education and ICT, specific education strategic documents for implementing its mandate, and global goals such as Education for All (EFA) and the millennium development goals (MDG). There are also three organizations of critical importance in the context of ICT development in Kenyan schools:

2.2.3.1 Kenya ICT trust fund This organization facilitates mobilization of resources to provide ICT to schools and communities and acts with its members as a coordinating body for sharing information about priorities and development.

2.2.3.2 Kenya Institute of Education (KIE) KIE has a mandate to: Prepare syllabuses, publish and print material Develop digital content curriculum content Provide teacher in-service training Develop and transmit programs via mass media to support educational development Prepare distance learning material Conduct research on educational matters

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2.2.3.3 Non-Governmental Organizations Network Initiatives for Computers in Education (NICE) This is an umbrella body whose members are NGOs involved in introduction and use of ICTs in schools. It provides a coordinating and rationalizing function and, through its membership in the Kenya ICT Trust Fund, ensures that the work and needs of its members are known and considered in the funds decision-making processes. Kenya has placed considerable emphasis on the importance of ICT in its education sector support program as evidenced in the recent spread of the National ICT strategy for education and training. The MOE has taken steps to support the implementation of the strategy by either direct action or through various institutions and agencies with which it works. During the 2005/2006 financial year, 142 schools were identified through their respective District Education Boards (DEB) and allocated Ksh 1.5 million each for the establishment of e-learning infrastructure. In the subsequent year, an additional 71 schools were identified through the same procedure bringing a total of 213 schools altogether. In principle, these schools are expected to be model institutions on the integration of ICT in education and implementation of an e-learning programme in Kenya (Implementation Plan for Equipping Secondary Schools with E-Learning Infrastructure, November 2007). The principle objective of the Initiative is to integrate ICT to teaching and learning in tandem with the rest of the world. In order to maintain best practices, schools have to enforce related standards including: Computer student ratio of 1:2; where necessary schools may supplement with other resources depending on class sizes and enrollment. Internet connectivity and access that requires to be implemented as an integral part of the initiative in liaison with the Directorate of eGovernment. Plans to enhance the infrastructure with interactive whiteboards for effective teaching and learning.

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 Adopting procedures to facilitate the use of the infrastructure and systems by neighboring schools and communities in ways that are sustainable. Most of these projects are still under implementation phase. There are also other organizations not directly involved with the MOE that continue to be active in implementing and supporting projects involving ICT in education. A list of ICT initiatives projects are listed in Appendix C. It is an obvious undisputed fact that ICT holds great promise for developing economies like Kenya. 2.3 Summary The three studies have shown that information, knowledge and technology are increasingly becoming the key drivers for socio-economic development worldwide. Evidence from this studies and meta-analysis suggests that the use of ICTs in particular, computer technologies, is correlated to positive academic outcomes, including higher test scores, better attitudes towards schools, and better understanding of abstract concepts. A longitudinal study of a statewide experiment with computers in the classroom found that those most in need of help low income, low achieving students, and students with disabilities made the most gains. In addition to better performance in traditional measures of academic achievements, a secondary benefit of ICTs in education is to familiarize new generations with the technologies that have become integral components of the modern world (Haddad, W.D. and Jurich S. 2002). In recent years, Korea has won international recognition for its high quality elearning services including the Cyber Home Learning program and online lectures on Educational Broadcasting System. These are innovative national models for collaborative educational planning by governmental agencies, legislative bodies, educational institutions, parents and communities promoting the use of ICT both at home and school, which have been reaping

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encouraging achievements regarding information disparity and attaining the goals of Education for All. From the case of Korea, it can be concluded that ICT tools can contribute to the development of MOESTs core function, that is, developing knowledge, skills, values, and attitudes which allow citizens to participate in Kenyas social, political, economic and cultural activities in a valued and creative manner. Transformation requires teachers who can use technology (as in the case of Korea) to improve student learning. The professional development of teacher educators in the area of ICT integration is essential. Unless teacher educators model effective use of technology in their own classes, it will not be possible to prepare a new generation of teachers who effectively use the new tools for teaching and learning.

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CHAPTER THREE

3.0 Methodology 3.1 Introduction This chapter takes a crucial look at the research designs employed in the study, population sample studied, the instruments of data collection procedures and analysis. The researcher employed different data collection techniques to come up with a clear picture of the problem under investigation.

3.2 Research Design The researcher employed the survey design in data collection which allowed the researcher to carry out an in-depth investigation into the use of ICTs in teaching and learning among the teacher population from the varied departments and gave back a detailed description of how far schools have gone in integrating ICTs in teaching and learning process.

3.3 Population And Sample The research was carried out in Kakamega district. About three schools in the district were used by the researcher to carry out the study. The major departments used in the study included: the Language department, Science department, Humanities, technical and creative arts. Each department

produced one to two members that were used as respondents in the study. The researcher chose to base his study in the three Schools because, the schools have an already established computer aided system of education, also his being conversant with the study area. Stratified sampling was used to select one to two teachers from each department depending on the prevailing circumstances.

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3.4 Data Collection And Instruments In this study, the researcher mainly focused on primary data collection instruments precisely the questionnaire for the teachers, technical staff and the students. Checklists were also be used to identify the availability of different ICT tools. The use of questionnaires provided an easy and quick means of eliciting responses from the subjects. The researcher prepared

questionnaires that were administered to teachers, technical staff and students that was first of all be pre-tested by giving them to the researchers fellow classmates before subjecting them to the actual respondents; this ensured proper modification in order to avoid ambiguity which could have led to inappropriate data collection. The questionnaires basically focused on teachers, students and technical staffs perception of utilization of ICTs in teaching and learning. The tools implied provided an easier way to obtain relevant information about the research investigation.

3.5 Data Collection Procedure The researcher obtained a letter from college (KTTC) that will officially identified the researcher and permitted him to carry out the research study. This letter acted as an introduction of the research topic and the researcher as well. It was handed over to the respective school heads so as to be accessible to the respondents. In order to get access to information from the teachers of the three schools; the researcher first made a verbal request with the backing of the letter of identification to the principals of the respective schools, who then gave a go ahead that ensured smooth administration of questionnaires to the respondents. The selected respondents, that is, the specific teachers, students and members of the technical staff from the various departments, were then given the questionnaire to fill at their convenient time. During this time, the researcher carried out an observation on the use of ICT tools in the respective

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institutions.

This

helped

in

comparing

the

results

obtained

from

questionnaire. The researcher picked the filled questionnaires after one week.

3.6 Data Analysis The variables that were examined were; name of department, frequency of ICT use in teaching and learning process, other uses of ICTs apart from teaching, problems encountered in the utilization of ICTs and finally ways of improving utilization of ICT facilities. The data analysis was carried out by validating the data, editing, and coding and data tabulation of the variables as they emerged from the respondents. After functional code, Data coding scheme sheets were then be prepared, information entered into prepared code sheets as answers were read from each questionnaire item. The responses were coded; frequencies

then calculated from different responses using data matrixes and then tabulated for easy reference. The tabulation was facilitated by comparison and analysis. Percentages for each response will be calculated to aid in interpretation and drawing up of conclusions and recommendations.

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CHAPTER FOUR 4.0 Data Presentation and Analysis 4.1 Introduction This chapter is aimed at identifying the extend of ICT integration in secondary schools and how they are utilized in achieving academic goals. It also identifies the position of teachers in terms of; knowledge about technology, skills of integrating ICTs in the classroom, and their attitudes towards technology in Kakamega district. It also looks at data analysis techniques and procedures used in analyzing and interpreting the data collected from the field. The researcher focuses his study on teachers and students as the key informants. Both qualitative and quantitative data analysis techniques have been used to analyze the data.

4.2 Data Presentation and Interpretation 4.2.1 Extend of ICT Integration in Secondary schools From table 4.2.1.1, its noted that there is over 10% distribution of ICT related equipment in all the three institutions. This implies that the use of ICTs can be applicable in all areas of the school management as well as the curriculum and therefore all instructors should be equipped with the necessary knowledge and skills on integration of information communication technologies in teaching and learning. Table 4.1: Distribution of ICT equipment Equipment
Computer laboratory Network infrastructure Computers Projector/whiteboard Interactive whiteboard Printer Internet Video equipment Others

School A
1 1 1 1 0 1 1 0 1 Total

School B
1 1 1 1 1 1 1 1 1

School C
1 0 1 0 0 1 0 0 1

Total
3 2 3 2 1 3 2 1 3 20

%
15 10 15 10 5 15 10 5 15 100

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Refer to appendix G (pie charts) for more detailed distribution of ICT equipment (in terms of percentage distribution in their respective environments) in the respective schools.

4.2.2 Frequency Of ICT Use In Teaching And Learning Descriptive analysis was employed using the modal frequencies and percentages so as to correctly answer this. Table 4.2: Response by students on ICT use in teaching and learning Rate of ICT use Low Moderate Good Very good Total Frequency Percentage (%) 0 2 7 1 10 0 20 70 10 100

As per the data tabulated above, ICTs are being implemented in teaching and learning process as shown by the highest percentage of 70%. This is an indication of a shift toward a more student-centered learning environment, a common goal of many ICT initiatives in schools. 20% of ICTs are being moderately used as per the data collected from the three schools. This could reflect a larger number if equated to the whole country. Global experience suggests that the integrated use of ICT in pedagogical practice needs much more incubation time, better access for individual learners, more operational reliability and much more training and support before this outcome can be achieved. Refer to appendix G (section ii) for a clear graphical representation on the frequency of ICT use in teaching and learning process.

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4.2.3 Opinions on the Use of ICT Tools Table 4.3: Teachers opinion on performance
Opinion Positive (+ve) None Negative (-ve) 5 0 2 Total School A 6 1 0 School B School C 4 3 0 Total 15 4 2 21 % 71.43 19.05 9.52 100

From the above table, over 70% of teachers\instructors feel that the use of ICT tools have positively contributed to positive performance in different aspects of learning. One particular teacher was critical when he said, Learners
integrate new ideas with prior knowledge in order to make sense or make meaning or reconcile a discrepancy, curiosity, or puzzlement. They construct their own meaning for different phenomena, which he says is the core to learning. However, 19% do

not share the same sentiment. This is because; foundation skills such as word processing, file management, spreadsheets, email and internet are needed by both the learners and instructors as a stepping stone to using ICTs to enhance teaching and learning. 9% feel that the use of ICTs negatively affects teaching and learning since theres lack of proper support by the Ministry of Education Science and Technology (MOEST) through provision of necessary facilities to support the teaching and learning process (that is, provision of digital content and other ICT related facilities). Refer to appendix G (section iii) for more information. Table 4.4: Teachers opinion on ICT Infrastructure
Opinion Need Improvement No Improvement School A 5 2 Total School B 3 4 School C 7 0 Total 15 6 21 % 71.43 28.57 100

Over 70% of teachers\instructors feel that theres need to improve the available facilities so as to achieve Kenyas millennium development goal of 21

2030. At this time in most of Kakamegas secondary schools, ICTs are not being
utilized to enhance subject matter learning. This is due to the lack of adequate computer to student ratios as well as the current focus on ICTs as a subject matter rather than to enhance the curriculum. The MOEST remains concerned with the quality of secondary education which is characterized by poor performance in core subjects such as Mathematics and Science. There are obvious benefits for integrating computers into secondary schools as students at this age need to focus on subject specific content, greater critical thinking skills, scientific inquiry, and mathematics, science and languages. Students will benefit greatly with the analytical, creative, and collaborative power of computer technology to map out and analyze assumptions, present ideas, and participate in projects with peers from around the country and around the world, said, deputy head-teacher, St. Agnes Girls High School-Shibuye. Refer to appendix G (section iv) for more graphical representation of this.

4.2.4 Student Response On The Use Of ICTs Table 4.5: Learners response to the use of ICTs in the learning process
Response Positive (+ve) None Negative (-ve) 5 2 0 Total School A 7 0 0 School B School C 4 1 2 Total 16 3 2 21 % 76.19 14.29 9.52 100

From the above table, we can deduce that the use of ICTs in learning has played a positive role towards improving the quality of education. ICTs create a learning environment that supports learners in articulating what their goals are in any learning situation. However, 14% of the population did not realize any remarkable change in student behavior. 9% were discouraged by the use of ICTs in teaching and learning process. According to the Reform Forum (2003), While the existing syllabus may help a select group of learners prepare for a career in Computer Science, this approach to computer training for the average learner is similar to teaching learners every part of a pencil before allowing them to draw. The problem is that, it brings the learners to 22

view computers as exceedingly complex pieces of electronics without giving them any particular idea of how to effectively use them toward any valuable end in the real world. Appendix G (section v) shows more information in graphical form.

4.2.5 Effects Of ICT Tools On Performance Table 4.6: Effects of ICTs on academic performance
Response Positive (+ve) None Negative (-ve) 5 0 2 Total School A 6 1 0 School B School C 4 3 0 Total 15 4 2 21 % 71.43 19.05 9.52 100

From the above table, over 70% gave a positive response as regards to the effect of ICTs in improving academic performance. The desire to strengthen teaching subjects such as mathematics, sciences and technical subjects has been strengthened by the development of digital content by Kenya Institute of Education (KIE) through direct supervision of the Ministry of Education Science and Technology and shared by secondary schools. 19% of the respondents feel that ICTs have not played any significant role in positive academic achievement. At this time in most of Kakamegas secondary schools, ICTs are not being utilized to enhance subject matter learning. This is due to the lack of adequate computer to student ratios as well as the current focus on ICTs as a subject matter rather than to enhance the curriculum. 9% feel that ICTs have negatively affected the standards of academic achievement. Lack of proper knowledge on the proper use ICTs in teaching and learning leads to improper use of ICT tools and thus no positive outcome can be achieved. Refer to appendix G (section vi) for more graphical representation.

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CHAPTER FIVE
3.0 Summary, Conclusions and Recommendations 3.1 Introduction This section highlights the major findings developed in data analysis section (chapter four). Conclusions are then drawn from these findings to present their implications for the current status and future trends regarding the problem. Recommendations are then drawn to improve the problem situation. Suggestions are finally made for further research.

3.2 Summary In determining the utilization of computers, in teaching and learning process in Kakamega district, it was noted that equitable distribution and utilization of computers in teaching and learning depicted equal percentage distribution of ICT tools of almost 10% in all three institutions. Frequency of the use of ICT tools in teaching and learning is high (approximately 70%). This is an indication of a shift toward a more student-centered learning environment, a common goal of many ICT initiatives in schools. 20% of ICT tools are moderately used in teaching and learning. This can be attributed to lack of proper training and skills on the use of ICTs in the classroom. Based on the research findings in the previous chapter, 70% of the research population acknowledges the contribution of ICT and ICT related tools in terms of its use in teaching and learning process. ICTs help bring out abstract concepts to the real world application. Lack of proper technical skills and training hinder the appropriate use of ICTs in teaching and learning thus negatively affecting the cognitive development of the learner. Utilization of ICTs in teaching and learning has improved the quality of education. ICT tools create a learning environment that supports learners

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in articulating what their goals are in any learning situation. Learning tasks that are situated in some meaningful real world task or simulated in some case-based or problem based learning environment are not only better understood, but also are more consistently transferred to new situations. ICT tools have positively contributed to better academic achievement as compared to conventional methods of teaching and learning. The introduction of the digital content for various subject areas has really contributed a lot.

3.3 Conclusions Based on prior findings, it can be noted that ICT integration in schools is taking the center-stage. This is attributed by the availability of the core ICT tools required to facilitate teaching and learning. The high rate of ICT use in teaching and learning could be attributed to lack of ignorance, acquisition of necessary knowledge and skills pertaining integration of ICT in the teaching and learning process and even availability of relevant resources for the same. ICTs in education are not transformative on their own. Transformation requires teachers who can use technology to improve student learning. The professional development of teacher educators in the area of ICT integration has really contributed to positive outcome in positive academic achievement. Positive achievements only mean one thing; use of ICT seems to have given learners considerable drive and motivation to become more independent and increasingly enjoy learning thus a positive outcome is achieved. The study finally concluded by that ICT tools have the power to provide a window of opportunity for educational institutions and other organizations to harness and use technology to complement and support the teaching and learning process successfully.

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3.4 Recommendations Make ICT a priority As Carlson (2002) indicates, success in ensuring that teachers acquire the skills and knowledge they need to use technology effectively opens the door to all kinds of new educational opportunities for both teachers and students, and downstream economic opportunities for graduating youth and their countries. This success is the key to participation in the global knowledge economy. Accordingly, teacher professional development in the use and application of technology must be given the priority and resources it deserves, while still maintaining a constructively critical eye on its costs and methodologies. Modernize training and the curricula The fundamental aim is to give the learners the opportunity to become critical thinkers, problem solvers, information literate citizens, knowledge managers and, finally, team members who are proficient in collaborating with others. Meeting this aim requires a fundamental change in how teachers and learners are trained and in curriculum development approaches. Mainstream ICT in all subjects ICTs should be infused into the entire curriculum. Restricting technology experiences to a single course or a separate area of education will not prepare students to be technology-using individuals. More attention is needed for this integration into the curricula. The focus seems to be on the classic 'Mathematics, Science, English' package, giving the dangerously wrong impression that ICTs cannot be integrated in all other subjects. The integration itself tends to be focused on technology rather than on information and communication. Proper planning Ensure that planning is based on an awareness of global best practice regarding the adoption and diffusion of ICT in education, the

26

development of sharable digital content, and teacher-training standards. Need for a framework for ICT education in Schools Realizing the potential benefits of ICT has been shown over the years to be difficult to achieve unless it is clear what capabilities the students are being expected to develop in the course. Without a clear overview of the learning processes required to develop such capabilities, there is a tendency for ICT to be bolt on, time consuming and costly to implement and its benefits remain unclear or dubious.

3.5 Suggestion for further research The following areas that were left out in the above study should be wholly looked into: The study should be broadened to investigate higher institutions of learning such as colleges and universities The study should be carried out to investigate the effect integrating ICTs in special schools.

27

Reference
1. KIE (Kenya Institute of Education) (n.d.) Kenya e-learning initiative project. [Online]. Available: http://www.itu.int/partners/project.asp?lang=en&id=58 2. Draxler, A and John Rose "Towards a UNESCO Strategy on ICTs in Education; Some Preliminary Elements for Discussion". IICBA Newsletter, June 2000, Vol. 2, No. 2 3. E-learning Africa. (2007) The conference on ICTdevelopment, education and training. [Online]. http://www.elearning-africa.com/index.php 4. Farrell, G.M. and C. Wachholz, eds. 2003. ICT in Education: Meta-survey on the Use of Technologiesin Asia and the Pacific. UNESCO. www.unescobkk.org/index.php?id=1225 5. Main achievements for use of ICT in Education in Korea 1996-2006 www.english.or.kr/ICTfiles/afieldfile/2006/08/10/KERISSpecialRep ort.pdf 6. Ministry of Education National ICT Strategy for Education and Training. 2006. Ministry of Education, Science and Technology/Ministry of Information and Communication. www.education.go.ke/MOESTDocs/NATIONAL%20ICT%20STRATE GY%20FOR%20EDUCATIO%20AND%20TRAINING%20JUNE%20200 6.pdf 7. Muriithi P. (2005). A framework for integrating ICT in the teaching and learning process in secondary schools in Kenya. MSc. Thesis submitted at the University of Nairobi, School of computing and Informatics. 8. National ICT Policy. 2006. Ministry of Information and Communications. http://www.information.go.ke/docs/ICT%20Policy.pdf 9. NEPAD e-Schools Demonstration Project. 2005-2006. E-Africa Commission. www.eafricacommission.org/nepad_eschool_initiative.html 10. Omwenga, E., Waema, T., & Wagacha, P. (June 2004). A model for introducing and implementing e-learning for delivery of educational content

28

within the African context. African Journal of Sciences and Technology 5(1) 35-48.

11. UNESCO World Education Report (1998), Teachers and Teaching in a Changing World.

29

Appendices
Appendix A: Assignment of Consortia to Countries and Schools
Country School Lyce Draa Mohamed Sadek Lyce Abdelhak Benhamouda Algeria Lyce Bouchoucha Lyce Cit Olympique Lyce Abderrahmanr Ben Ouf Lyce Ben Sahnoun El Rachedi Lyce Provincial de Ziniare (Launch School) Lyce Yadega Collge dEnseignement Gnral (CEG) de Pobe Mangao Burkina Faso Lyce Untaani Lyce Provincial de Boulsa Collge denseignement gnral de Komtoega Government High School, Buea - Bokwango Cameroon Government High School, Mvengue Lycee Classique dEdea Lycee Technique de Bamenda Government Bilingual Secondary School, Bafia Government Secondary School, Mbansan (Launch School) El Moqta Secondary Mixed School Omaer Ibn Abd El Aziz Elsalaa Secondary School Egypt Elhadin Secondary School (Launch School) El Ghrfa El Tegaria Secondary School Sobeih Secondary School Elwesam Experimental School CES Lucien NKOUNA-Bongoville (Launch School) CES Edouard MOSSOT-Moabi Gabon Lyce Paul Marie YEMBI NDENDE CES Andr Gustave ANGUILE Lyce Richard NGUEMA BEKALE CES Mouapa BEOTSA Acherensua Secondary school Ola Girls Secondary School (Launch School) Ghana Akomadan Secondary School Walewale Secondary School St Augustine's Secondary School Cisco Oracle Oracle AMD Oracle HP AMD Microsoft AMD HP Cisco Consortia

30

Wa Secondary School Mumbi Girls secondary Menengai Mixed secondary Kenya Isiolo Girls Secondary School (Launch School) Maranda High school Chavakali High School Wajir Girls secondary Lesotho High School (Launch School) Bereng High School Lesotho St. Cyprian's High School Sechaba High School Qacha's Nek High School Sefikeng High School Lyce Fodie Maguiraga Lyce Bocar Cisse Mali Lyce Alfred Garcon Lyce Mamadou Sarr Lyce Attaher Ag Illy Lyce Dowele Mariko Belle Rose State Secondary School Mauritius Windsor College Ambassador College Rose Belle High School Mon Lubin College MEDCO (Cassis) Secondary School Escola Secundaria deEmilia Dausse Mozambique Escola Secundaria de Angoche Escola Secundaria de Cuamba Escola Secundaria de Vilanculos Escola Secundaria Joaquim Chissano Escola Secundaria de Guru Federal Government Academy Suleja (Launch School) Nigeria Federal Government Girls College Bakori Federal Government Girls College Owerri Federal Science & Technical College Uyo Federal Science & Technical College Lassa Federal Government College Odogbolu Collge St Andr G.S. Muhura (Launch School) Cisco HP Microsoft HP Microsoft Microsoft Cisco AMD Oracle Microsoft Oracle Microsoft Oracle

31

Rwanda

Lycee de Zaza (in Kibungo-Zaza-Ruhembe) Collge Christ-Rois de Nyanza (in Nyanza-Mugozi) Ecole Secondaire St Francois de Shangi ESSA-Gisenyi Lyce De Niakhar (Launch School) Lyce WAOUNDE NDIAYE MS/Cisco microsoft

Senegal

Lyce DE DAHRA Lyce DE BARGNY Lyce IBOU DIALLO Lyce ALINE SITOE DIATTA Hendick-Makapan High School Lomahasha Secondary School HP AMD

South Africa

Maripe Secondary School (Launch School) Ipetleng Secondary School Thozamisa High School Isiphosethu High School Bugulumbya Secondary School (Launch School) Kabale Secondary School HP Oracle Cisco

Uganda

Masaka Secondary School Kyambogo College School Bukuya Secondary School St. Andrew Kaggwa Senior Secondary School, Kasaala AMD

Appendix B: NEPAD e-Schools Outcomes and Impact Indicators

NEPAD e-Schools Outcomes 1. Students Through the use of ICT: Develop appropriate level of ICT capability Become more engaged in own learning Impact Indicators Demonstrate proficiency in the use of ICT for:* word processing spreadsheets basic e-mailing basic Internet browsing presentation tools Graphics. Use ICT to collaborate, publish and interact with peers, experts and other resource people.* Use ICT to locate, evaluate and collect information.* 2. Learning environments ICT is used to support constructivist teaching that is more: Learner-centred Students use ICT to investigate the real world and build a wider, deeper knowledge base.* ICT enables students to be active as participants in their own learning.* The interactive, multimedia and communication

32

 Knowledge-centered Assessment-centered Community-centered

3. Teacher ICT competencies Teachers are competent to apply ICT in order to: Support students (with respect to learning activities) Create a constructivist learning environment Contribute to the relevant learning communities

4. School ICT capacity All teachers and students have immediate access to: The hardware and Software necessary to support the curriculum The support necessary to enable its use

5. School environment The school environment is supportive of teachers and students use of ICT based on a shared, community-based vision that prepares students to learn, work and live successfully in a

characteristics of ICT are used to enhance student motivation.* ICT is used to foster collaboration and cooperation among students and more interaction with teachers.* ICT is used to support more individualized learning (at the students own pace).* ICT is used to provide learning experiences and allow students to progress at their own pace.* ICT tools are used to increase student productivity.* Students engage in higher levels of thinking such as application, analysis and synthesis. Adaptive technologies are used to enhance learning for students with physical disabilities. Teachers are: able to teach students how to use available hardware devices safely* able to use and apply basic software programmes in the context of their teaching* able to use ICT to improve their professional and administrative proficiency* able to use the Internet to locate additional learning resources to enrich the curriculum* able to use ICT to facilitate a variety of assessment and evaluation strategies* aware of health, legal and ethical issues with regard to the use of ICT* able to plan and design learning experiences supported by ICT with a special reference health topics* able to collaborate with other teachers internally and externally to their school* Able to develop digital content teaching materials on their own. Teachers and students have ready legal access to a range of appropriate content software.* Students and teachers have ready access to ICT hardware.* Effective policies are in place for the management of hardware resources.* Teachers and students have access to online services such as Internet and e-mail.* Teachers and students have access to technical support when required.* There is management and co-ordination of digital resource materials across all learning areas.* National policies and long-term plans are in place to promote and support and use ICT in schools.* (Note: These should be shared via the portal that is to be established by the Demo manager.) Pedagogical school policies encourage students to

33

knowledge-based, global society

6. Health Point The Health Point is a unit to be developed within each school through which to: Provide access to health information to children, parents and health workers (especially in rural areas) Promote healthy living and awareness of health issues to the wider community.

reach out beyond the classroom.* Curriculum support personnel are available to assist teachers to integrate ICT in the learning and teaching process.* School policies and processes engage parents, community members, school staff and learners in interactions and partnerships that advance the use of ICT in schools.* Schools collect and analyze data regarding the use of ICT to inform decision-making. Health education is promoted in schools via print and ICT related methods including broadcasting. A health portal is available to health workers and the wider community. Mass media are used to promote healthy living and to provide health related information on topics such as HIV/AIDS and malaria. *

Appendix C: ICT Initiatives and Projects

Project: The Learning Resource Centre: Offers training in educational management and integration of ICT for school managers, lecturers, and students. Organization(s): Kenya Technical Teachers College in Nairobi Funding source: Flemish Association for Development and Technical Assistance and UNESCO (during the first year) Contact: www.vvobkenya.org/sites/LRCVVOB/index.htm Project: Provision of computers and training: A primary example of the several NGOs with similar goals that collaborate under the NICE umbrella. Organization(s): Computers in Schools Funding source: Multiple partners and sources (see list on Web site). Contact: www.cfsk.org/home.htm Project: ICT equipment for schools: Computers purchased for 142 schools in support of the ICT in Education Strategy. Organization(s): Kenya ICT Trust Fund Funding source: Ministry of Education Contact: www.education.go.ke/ICTFund.htm Project: Mukuru ICT Centre: ICT skill development for under-privileged youth

34

opened as part of the Mukuru Promotion Centre in Nairobi run by the Sisters of Mercy. Organization(s): Corporate consortia led by British Airways Funding source: British Airways, Microsoft, Cisco, and others. Contact: www.education.go.ke/ICTFORUM/ICT%20in%20Africa%20&%20Mukuru%20%20Mrs.%20Mary%20Barry.pdf Project: Development of Learning Content: digitisation of curriculum content for delivery in schools. Organization(s): Kenya Institute of Education Funding source: Ministry of Education Contact: www.kie.go.ke/ Project: Support Centres: Central and regional centres provide immediate solutions on ICT issues to schools via telephone or online inquiries. Organization(s): Ministry of Education Funding source: Microsoft and the ICT Trust Fund Contact: www.education.go.ke/Speeches/MN_ICT_Strategy_2August2006.html Project: Sponsored Schools: The introduction of computers and distance learning to supplement teaching and improve learning methods in Aga Khan schools in Kenya. Organization(s): Aga Khan Education Services Funding source: Aga Khan Foundation Contact: Aga Khan Foundation's education activities, www.akdn.org/agency/akf_concerns.html#education. Project: Internet cafs: More than 400 Internet cafs have been opened in urban and rural areas where there is electricity. Organization(s): Telcolm Kenya Funding source: Telcolm Kenya Contact: Dr. Speranza Ndege, www.elearningafrica.com/newsportal/english/news19.php Project: NEPAD e-Schools Initiative: Multi-partner demo project that equipped six secondary schools with state-of-the-art ICTs and provided teacher training and learning content. Organization(s): e-Africa Commission, Ministry of Education, and two consortia led by Oracle and Microsoft

35

 Funding source: Oracle, Microsoft, and the Ministry of Education Contact: www.eafricacommission.org/docs/NEPAD%20eSCHOOLS%20DEMO%20OVERVI EW.pdf Project: Agricultural Non-formal Education: A farmers resource centre in Mwingi district that functions as a community information supermarket is equipped with a computer, a World Space radio, a digital data adapter, a printer, a mobile phone, and several informational CDs. Organization(s): Arid Lands Information Network-Eastern Africa (NGO) and the Ministry of Agriculture Funding source: FORD Foundation, NOVIB, DFID, and OXFAM-GB Contact: www.alin.or.ke/about/who.asp Project: Computer Skill Development: A free e-learning programme in computer skills for youth living in the slum areas of Nairobi. Organization(s): Nairobits, an NGO run by local staff Funding source: Dutch and Irish computer experts Contact: www.developments.org.uk/data/Issue22/e-for-education.htm Project: KENET Initiative: An initiative that will establish permanent high-speed Internet infrastructure in 22 institutions in the next 12 months; establish or improve node infrastructure within each strategic institution; connect 30 tertiary institutions to the backbone within two years; and expand to 600 secondary and primary schools within two years. Organization(s): KENET Funding source: Ministry of Education, ICT Trust Fund Contact: www.kenet.or.ke/about/index.php?yah=mission&yeh=objectives Project: Crossing Borders East, West, Southern Africa and Central Africa: A crosscultural distance learning scheme linking young African writers to experienced UK mentors. Organization(s): Lancaster University Funding source: British Council Contact: www.crossingborders-africanwriting.org/about/ Project: School Broadcasting: After a successful one-year pilot, there is now a plan to revive Kenyas nationwide school broadcast service, using WorldSpace technology to broadcast educational content to 11 million students in 18,000 primary and 3,000

36

secondary schools by the end of 2006. Organization(s): Kenya Institute of Education (KIE) and WorldSpace Funding source: WorldSpace Incorporated Contact: www.itu.int/partners/project.asp?lang=en&id=58 Project: The AVOIR Project: A collaboration among 14 universities to produce educational software while at the same time building software design, development, and support capacity in the higher education sector. Organization(s): University of Nairobi and Jomo Kenyatta University of Agriculture and Technology Funding source: IDRC, Department of Science and Technology (South Africa), UNESCO, Carnegie Corporation, USAID, Sun Microsystems, International Oceanographic Data and Information Exchange Contact: http://avoir.uwc.ac.za/avoir/index.php?module=cms&action=viewsection&id=gen 12Srv48Nme23_2 Project: Free Software Licenses: Microsoft Corporation is providing free access to its operating software for schools and higher education institutions in order to reduce the cost of buying and using computers. The company will work with the organisations involved in supplying computers tothe institutions to install the software on the machines. Organisation(s : Microsoft and the Ministry of Education Funding Source: Microsoft Contact: ICT Director, Ministry of Education, Kenya

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Appendix D: Budget
Cost/Unit Typing Printing Binding Photocopy Stationery Travel expenses Miscellaneous 20 10 50 2 100 4500 500 Total 38 50 1 40 1 No. of Units Total Cost 760.00 500.00 50.00 80.00 100.00 4500.00 500.00 6490.00

Appendix E: Time Plan

Activities Jan Problem identification and literature review Research design Measurement design Data collection Data analysis/presentation Summary of items Research submission Feb Time/Months (2009) Mar Apr May June July

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Appendix F: Questionnaires i) Sample Teacher Questionnaire School ______________________________________ Department __________________________________ Tick where appropriate Gender Male Female Position (teacher, H.O.D) _____________________________________________ 1. What do you understand by the term ICT?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2. Do you use ICTs in teaching and learning process? Yes If Yes, how often?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

No

3. What type of ICTs do you use in teaching?

____________________________ ____________________________ ____________________________ ____________________________ ______________________________ ______________________________ ______________________________ ______________________________

39

4. What are the effects of using ICTs in teaching and learning process?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

5. What is the response of students in regard to using ICTs in teaching and learning?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

6. How have ICTs affected the department/school academic performance?

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

7. What are your opinions to the use of ICTs in teaching and learning process in your area of specialization?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for your participation.

40

ii) Sample Observation Checklist ICT Equipment Number of computer lab(s) Yes Network infrastructure Computers Projector/whiteboard Interactive whiteboard Printer Internet Video equipment Others: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Support staff Available Not Available No

Departments where ICT facilities are used Administration Accounts Academic

Other:_______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

41

Frequency of ICT use in teaching Often Moderate Rare

Tick where appropriate Low State of ICT infrastructure Moderate Good Very Good

ICT literacy of teachers

ICT literacy status of Students

Information provided shall be treated with high level of confidentiality. Thank you for your participation.

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iii) Student Sample Questionnaire School ________________________________________ Class _________________________________________ Gender Age (13 - 14) Male (14 - 15) (15-16) Female (16 - 17) Other ___

1. Do you use ICTs in learning process? Yes If Yes, how often? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. Select the type of ICT tools you use in the learning process Computers Television Others _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. How can you rate the use of ICTs in learning in your school? Low Moderate Good Very Good Radio Print media Digital cameras Journals No

43

4. What have you gained form the use of ICTs in learning? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 5. How have the use of ICTs affected your personal understanding of educational concept? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 6. Do you think there is need to improve the ICT infrastructure I your school? Yes If Yes, How? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for your participation.

No

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iv) Sample Questionnaire for Technical Staff School ___________________________________________ Department _______________________________________ Position (Computer technician, system administrator) ________________________________________________ Gender Male Female

1. What do you understand by the term ICT? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. What ICT tools are available in your department? ___________________________ ___________________________ ___________________________ ___________________________ ______________________________ ______________________________ ______________________________ ______________________________

3. How often are the ICT tools used in teaching and learning? Often Give reasons _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
45

Moderate

Rare

4. What are the major challenges you face when working with ICT tools? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 5. Do you think theres need for improving the available ICT tools? Yes Give reasons _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 6. Give recommendations on how you can improve the available ICT facilities. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for your participation.

No

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App pendix G: D Data Repr resentation Charts n i) Di istribution of ICT E n Equipment t

choolA Sc Com mputer labo oratory 15% 1 Network k infrastruct ture 15% Computers 14%

Videoequi ipment 0% Internet t 14% Printer 14%

Others s 14%

Interactive e whiteboard 0% Others 11% pment Videoequip 11% choolB Comp puter Sc labora atory 12 2%

Proj jector/whitebo o ard 14%

Network infrastructur re 11%

Internet 11%

nter Prin 11 1%

ers Compute 11%

Interactive wh hiteboard 11% choolC Sc Video oequipment 0% Others 25% Internet 0% ter Print 25% %

Pro ojector/whiteb bo ard 11%

Computer labora atory 25% % Netwo ork infrastru ucture 0% % Computers 25%

Interactive wh hiteboard 0%

Pro ojector/whitebo ard 0%

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ii) R Rate of use of ICT to e ools in teac ching and learning. d

ICT TUse

7 6
FrequencyOfICTUse

5 4 3 2 1 0 Low Moderate Good Ver rygood Rateo ofICTUse

iii) T Teachers op pinion on t use of I the ICT in teac ching and le earning
Teachers'Op piniononICTU Use

6 5 4 3 2 1 0 Sch hoolA Scho oolB Scho oolC

Positive(+ve)

None N

Negative(ve) N )

48

iv) L Learners res sponse to th use of IC in learn he CT ning.

Positive( (+ve)Response e

SchoolC 25%

S SchoolA 31%

SchoolB 44%

NeutralResponse

hoolC Sch 33% 3

SchoolA A 67% SchoolB 0%

Negative(ve)Respons se SchoolB 0% SchoolA 0%

Sc choolC 100%

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v) St tudent Resp ponse on th Use of ICTs he

Studen ntResponse 7 6 5 4 3 2 1 0 SchoolA Scho oolB SchoolC C Pos sitive(+ve) None Ne egative(ve)

vi) E Effects of IC Tools on Performa CT n ance

EffectsICTToo olsonPerform mance

6 5 4 3 2 1 0 Sch hoolA Pos sitive(+ve) SchoolB None Scho oolC Ne egative(ve)

50