Analysing ICT resources available for integration in teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya

Abstract

This study sought to analyse ICT resources available for integration. The study adopted the Siemens Connectivism Learning Theory. The study used mixed method research (MMR). The exploratory sequential design was used, and data were collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan’s table for arriving at the sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. The total participants were 636 principals, teachers and students. Instruments for data generation were questionnaires, interviews, checklists and tests. Both qualitative and quantitative data were collected. Descriptive statistics and ANOVA analysed quantitative data and ANOVA. Qualitative data was presented in themes. The study concludes that ICT resources in most public secondary schools are inadequate, and teachers are not well skilled and competent enough to integrate these resources in teaching and learning. The study recommends that the cost of ICT equipment and resources be reduced by waiving import tax and that computer-assisted instructions be assembled locally. On the other hand, school administrators and managers should plan and set aside funds to purchase ICT resources to promote ICT integration.

Information Communication and Technology Resource Availability and Integration in Instruction among Secondary Schools in Habaswein Sub-county

“…It is often acknowledged that the integration of ICT in learning and teaching methods seeks to improve both student and teacher effectiveness by helping both parties access the knowledge needed for the sessions [1]. In order to use ICTbased tools and technologies for interactive learning, information and communication technology (ICT) integration in teaching is indispensable [2]. Teachers are able to employ electronic devices and technology integration to design and adapt instructional materials to better match the needs of individual students [3].…”

“…The drastic growth of the worldwide economy as well as information-based society has pressured education systems globally to integrate ICT in teaching the skills, attitudes and knowledge that they required in the 21 st century [4]. Additionally, the advance in ICT sector has dared teachers to get prepared for efficient deployment of the novice learning and teaching tools in their day-today teaching tasks [2].…”