Teacher-Related Factors Impacting ICT Integration in Teaching and Learning in Public Secondary Schools in Magadi, Kenya.

Abstract

Information and Communication Technology (ICT) has emerged as an essential educational instrument aimed at enhancing quality and equity in curriculum delivery. The acquisition of pedagogical skills pertinent to the 21st century skills hinges on teachers equipped with ICT competencies. This study endeavours to offer substantial insights into the teacher-related elements impacting the integration of ICT in teaching and learning within public secondary schools in Magadi. The study objectives were to: find out ways in which attitude of teachers influenced ICT integration in teaching and learning and establish the teachers working experience influence on use of ICT.  The study adopted descriptive survey design on a population of 71 teachers, 6 deans of study, and 6 principals from public secondary schools. The sampling involved cluster and judgment sampling techniques to obtain a sample of 60 teachers, 6 deans of study, and 6 principals. Research tools employed included a questionnaire and an interview schedule. Data was analysed using descriptive statistics, with the aid of SPSS computer software. The key findings of the research revealed that younger teachers, aged under 30, exhibited greater proficiency and enthusiasm in utilizing technology compared to their counterparts aged over 30. Consequently, the study concluded that teacher age significantly influences the adoption and utilization of ICT within the classroom environment. In terms of attitude, the results indicated that teachers' attitude towards ICT impacts its integration into classroom activities. The study proposed that the government to provide in-service training of all practicing teachers on ICT integration into teaching and learning; and to furnish schools with ICT facilities. The study concluded that school were poorly equipped with ICT facilities.