Integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya

Abstract

Information Communication Technology (ICT) usage today permeates every aspect of our lives, including academic activity. The use of ICT in education is spreading swiftly across the globe. ICT is a crucial instrument of the teaching and learning process. This study sought to investigate the influence of ICT in teaching and learning in public primary schools in Kakamega County, Kenya. The specific objectives for the study were to: assess the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, determine the influence of the availability of digital devices on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, establish the influence of internet connectivity on integration of information communication technology in teaching and learning in public primary schools in Kakamega County and to examine the influence of teacher perceptions toward ICT on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study used the Technological Pedagogical Content Knowledge theory. The study used a descriptive survey research design. The target population for the study comprised of 356 public primary schools, 3,204 public primary school teachers, 356 public primary school head teachers and 1 County Director of Education. The sample size of 356 public primary school teachers, 189 public primary school head teachers and 1 County Director of Education were chosen using purposive sampling techniques. The study used Slovin's formulae to compute the sample size. Thus, 546 respondents' responses were gathered using questionnaires and interview schedules for the study. Data was presented using frequency tables, charts and bar graphs. After the instruments were piloted, it was found that the reliability coefficient for head teachers was 0.75 and for teachers was 0.76. Both a quantitative and qualitative analysis of the data was performed. To determine the degree of relationship between teachers' integration of information communication technology and teaching and learning in public primary schools, the Chi-square (X2) test was utilized. Additionally, the Chi-square (X2) test was used to assess the strength of the observable relationship between the independent and dependent variables. The significance criterion was Cronbach's alpha (0.05). The study found that majority of public primary school teachers lack ICT training, digital devices and internet connectivity. The study also found that, although teachers in public primary schools had positive perceptions toward integration of ICT in teaching and learning, they were not integrating ICT in teaching and learning due to other constraints. This study is significant because the findings of this study may benefit the Government of Kenya through the Ministry of Education by formulating future policies that will enhance teachers’ integration of ICT in teaching and learning. The study may also add to the body of knowledge already available on the influence of teachers’ integration of ICT on teaching and learning in primary schools in Kenya. The study recommended that the government should train teachers in ICT integration in the teaching and learning process. The government should also provide digital devices and connect internet to schools. This will improve teacher perceptions toward ICT integration in teaching and learning in primary schools in Kenya.