Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya

Abstract

ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to 19 acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.

Barriers to Implementation of Information and Communication (ICT) in Public Sudanese Secondary Schools: Teacher’s Prospective

“…And also 25(62.5%) of teachers their responders noted that, Inadequate of computers maintenance was one of barriers that prevent teachers from using ICT in successful way as creative teaching tool. However the results of this section agreed with others studies conducted in different countries around the world, (Kipsoi et al .2012;Khan et al, 2012;Zyad, 2016;Abdelwahed, 2014). Form the results it seem that, there is relation between many barriers such as lack of teacher Training of using ICT and technical support.…”

“…Furthermore, other barriers could be related to insufficiency of funding, lack of resources to accesses, inadequate teachers' training, and lack of internet connectivity (Ch, at el, 2015). According to Laaria (2013) and Kipsoi et al (2012), the key barriers that prevent schools teachers from using ICT effectively are: a) lack of period for ICT training, b) poor models of practice while ICT training, and c) Poor schools administration. Following is a description of ICT in secondary schools in Sudan…”

Effects of ICT Integration in Management of Private Secondary Schools in Nairobi County, Kenya: Policy Options and Practices

“…Emergence could be traced to 1846 when missionaries established private schools with limited government control Kukali (2013). At independence the demand for more secondary schools resulted into the concept of Harambee or community based schools (Kipsoi, Chang'ach and Sang 2012). The communities were to build physical structure, hire teachers and support staff with limited assistance from the exchequer until 1988 when such institutions were integrated into public schools category on recommendation of Kamunge Commission Report of 1986.…”

Does Faculty Perceived ICT Abilities Influence Integration of Information and Communication Technologies in Instruction? A Case of University Early Childhood Education Programmes in Kenya

“…However, studies in Africa indicate that ICT integration in instruction is still in its infancy. In Kenya, Kipsoi, Changach and Sang (2012) report that ICT integration in instruction is minimal and most teachers prefer to use other methods of instruction. Could the reason for most teacher choosing not to integrate ICT in instruction be associated to their university training?…”