INFLUENCE OF TEACHER-RELATED FACTORS ON INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING IN PUBLIC SECONDARY SCHOOLS IN NAIVASHA SUB-COUNTY, NAKURU COUNTY, KENYA

Gachari Gideon Njiiri, Dr. Peterson Oigara, Dr. Jackson Mobisa

Abstract


One of the challenges in the twenty-first century is the inclusion of technology into educational methods. Providing computers and connecting to the Internet is far easier than properly incorporating ICT into the educational process. The study sought to determine how ICT integration in teaching was influenced by teachers' ICT literacy and perceptions on ICT integration in teaching in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. The study focused on the Technological Pedagogical Content Knowledge (TPACK) Model for Technology Integration in Teaching. The study used a descriptive survey research approach. A total of 607 instructors from 39 public secondary schools participated in the survey. A stratified sample, purposeful sampling, and simple random sampling were used to select the study's 242 teachers. A questionnaire distributed to teachers was used to collect data. Pilot testing was conducted in the nearby Kinangop Sub County. The data were analyzed using both descriptive and inferential statistics. According to the survey results, instructors had a normal distribution of teachers’ perception and a moderate degree of ICT literacy. They also had a good view on ICT integration. The study's independent variables explained 31.7% of the variation in ICT integration in the classroom (R2 = 0.317). Teachers' perception (? = 0.277, t (225) = 3.901, p < 0.05) and ICT literacy (? = 0.430, t (225) = 8.305, p < 0.05) were significant predictors of ICT integration. The findings are expected to have a major impact on how the government assesses the National ICT Policy on Education and Digital Learning Programme, which was ostensibly developed to integrate information and communication technology (ICT) into secondary education in Kenya. The research recommends that in order to provide teachers with the ICT skills and knowledge they need, the Ministry of Education and Teachers Service Commission hold regular professional development seminars and workshops.

Keywords: Literacy, Perception, Integration of ICT, Teaching, Secondary Schools


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