Page 1 of 14
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 03
April 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 363
Impact of Teachers’ Level of Education and Locality on Implementation of
Information Communication Technology in Public Secondary Schools in
Nyeri, Central District, Kenya
Reuben Nguyo Wachiuri
Department Of Educational, Administration And Planning University Of Nairobi
P.O. Box 4815-00100 Nairobi
Correspondence Author: jedidahkimathi121@gmail.com
ABSTRACT
The purpose of the study was to investigate
the impact of teachers’ and locality on
implementation of Information
Communication Technology in public
secondary schools in Nyeri Central district,
Kenya. The dependent variable was
implementation of ICT and the independent
variables were teachers’ level of education
and teachers’ locality. The research design
used was descriptive survey design. The
target population was 275 teachers working
in 15 public secondary schools in Nyeri
Central district. The sampling design was
stratified random sampling and sample size
was 82 teachers. The study targeted 15
principals of the schools in Nyeri Central
district. The data collection tools were
questionnaires, interview schedule and
observation schedule. Data were analyzed
quantitatively and qualitatively.
The research study revealed that teachers’
demographic variables affected ICT
implementation in public secondary schools.
Teachers’ education level and locality are
not consistent in affecting ICT
implementation. Many schools especially in
rural areas had not embraced ICT mainly
because teachers lacked adequate training,
had lower levels of education, and negative
attitude towards ICT implementation. This
has led to schools facing major challenges
in ICT implementation.
The researcher recommends that the
government should find a way to provide
more ICT facilities and support teachers’
training on the use of ICT as part of the pre
service training. The government needs to
give more financial support through free
education programme and donations to
enhance ICT implementation in public
Page 2 of 14
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 03
April 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 364
secondary schools. The teachers should
change their attitude towards the use and
implementation of ICT in the schools so as
to create information technology culture in
all aspects of teaching and learning
Key words:
Teachers’ Educational level, Teachers’
locality, Information Communication
Technology &Curriculum Implementation
INTRODUCTION
Information Communication Technologies
(ICT) are defined as a diverse set of
technological tools and resources used to
communicate, and to create, disseminate,
store, and manage information. Thus, ICT is
an umbrella term that includes any
communication device or application,
encompassing; projector, radio, television,
cellular phones, computer, internet network
hardware and software, satellite systems and
various services associated with them for
example video conferencing and distance
learning (Tinio,2003) .According to
Mingaine (2013) the implementation of ICT
in schools in developing countries remains
very limited despite a decade of
considerable large investments in the
technology.
Information Communication Technology
dates back in 1936. Countries like United
States of America (USA), Britain, Russia
and Germany started to include ICT in the
education sector mostly for administrative
purposes (Mioduser, Turksapa & Leitner,
2000). However, in mid 1970s America,
Canada and Britain started piloting ICT in
their schools as part of teaching learning
resource (Mioduser, et al 2000).
Information Communication Technology
was first integrated in education in 1980 and
made compulsory in the developed nations
(Tinio, 2003). It was assumed that the
integration of ICT into education would
revolutionize outdated or old ICTs in
education systems (Waema, 2002). Phipps
and Merisotis, (1999) state that when ICT
integration in education was pointed out,
educators embraced it, in spite of their
demographic differences and declared it a
new educational technology. They stated
that such hype is typical for new
technologies, and in no areas is this seen
more keenly than in education.
Compared with developed countries such as
United States of America (USA), Britain,
Russia and Germany, the use of ICT in
education programs in developing nations is
Page 3 of 14
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 03
April 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 365
more recent, small scale and experimental
(Oliveira, 1989). Oliveira further states that
ICT in developing nations is still evolving
from the traditional ICTs, for example, the
printed books, postal services, the printed
press, film, radio broadcast and television.
According to Waema (2002) several African
countries like Egypt, Mauritius, Rwanda,
and South Africa have developed
comprehensive national policies and
strategies to fully implement Information
Technologies in education. Oliveira (1989)
states that Egypt and South Africa are at par
with developed countries like the UK.
Kenya is one of the few developing
countries where ICT implementation in
education is considerably more recent in
that, the integration of ICT to education was
done in 2005 in line with Sessional Paper
No.1 of 2005 (Republic of Kenya, 2005).
This was shortly after the Ministry of
Education Science and Technology (MoEST
) came up with education ICT policy drawn
from the larger national ICT policy. To
implement the policies embodied in the
education ICT policy, the Kenya
government employed the following
strategies; facilitating universal access to
ICT infrastructure, that is, electrical power,
computers and improved internet
connectivity in all institutions of learning in
both the formal and non-formal education
sectors including affirmation action of
gender, ASAL areas, rural-urban poor
schools and those with special needs.
Building capacity to enable the use of ICT in
teaching and learning has been a key task
that the government of Kenya through
Ministry of Education Science and
Technology has laid emphasis on (Okanda,
2005).
Kenya recognizes the many ways in which
Information and Communication
Technologies (ICTs) can be leveraged to
support and improve the delivery of quality
education for all Kenyans. These options
are as per the educational priorities outlined
in Sessional paper No.1 of 2005 (Republic
of Kenya, 2005) and the Kenya Education
Sector Support Programme (KESSP)
document (Republic of Kenya, 2005).
These options include: quality teaching and
learning through ICT. Kenya Institute of
Education (KIE), an arm of the Ministry of
Education which is tasked with formulation
and implementation of education curriculum
has gone ahead to develop an online course
for orientation of both primary and
secondary school teachers. It has also
developed an ICT syllabus for primary
