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1.0 Introduction
1.1 Background Of The Study
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The Ministry of Education Science and Technology (MOEST) and the private
sector are doing a commendable job in introducing ICT to schools. Private
non-governmental organizations such as Computer for Schools Kenya (CFSK)
who are donating computers to Kenyan public secondary schools have so far
supplied more than 500 secondary schools with computers (ICT in Education
Options Paper, 2005).
The major question in this case is; are these computers being used to enhance
teaching and learning in our secondary schools? In the current curriculum,
computer studies is a separate learning activity\subject. Students are being
taught how to be computer literate, and not how to use computers to enhance
learning. Models that serve as examples need to be used to show how
computers can be used to promote learner centered education and it should
reflect a general movement away from ‘teaching computers’ towards using
ICT as educational tools (Muriithi, 2005).
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writing, and speaking should be the focus of using ICT in education, not
simply ICT literacy.
Kakamega district like many other regions in the country is still limited to
computer literacy training. The ICT curriculum simply deals with “Teaching
about computers” and not how computers can be used to transform teaching
and learning in schools. Therefore, the researcher intended to find out the
degree of use of computers in the teaching and learning process and its
subsequent effects.
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1.5 Research Questions
a) What is the extend of ICT integration in secondary schools?
b) How often are ICT tools used in teaching and learning process?
c) What are the teachers’ opinions on the use of ICT tools?
d) What is the students’ response to the use of ICT tools in the classroom?
e) How have ICT tools affected the academic performance?
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1.7 Limitations Of The Study
The research study was carried out during the month of April. Most of the
schools were out of session at that time and this hampered effective research.
The research schools\locations were located far apart and therefore, the long
distance associated with poor road network within the district negatively
affected the study. The region is well known for having heavy rainfall during
the same month and hence this hampered effective research and data
collection. In addition, the research was based on an assumption that the
respondents were to be honest and sincere with their answers.
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CHAPTER TWO
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2.2.1.1 Teacher training on ICTs use and Teaching-Learning innovation
through Educational Content Development
MOE&HRD and KERIS have trained more than 390,000 teachers in using ICTs
in education and worked to develop more educational content. They also
devised institutional measures to link school curricula with ICTs, and
practical strategies for classroom application of new teaching and learning
methods using ICTs.
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time spent to deal with administrative work and thus improve the quality of
their classes.
8
The purpose of the NEPAD e-Schools “Demo project” was to accrue a body of
knowledge-based on real-life experiences of implementing ICTs in schools
across the African continent. NEPAD e-Schools project (Demo project)
sponsored the development of ICT infrastructure in six (6) schools in sixteen
(16) countries across Africa through partnerships that involve the private
sector consortia and the country government as indicated in Appendix A.
The tasks undertaken by the NEPAD e-Schools planning group was to reflect
the broad objectives of the e-Schools initiative in a set of six specific outcome
statements. It developed measurable indicators for each of the expected
outcomes. A full description of these outcomes and indicators is provided in
Appendix B. Data relative to indicators were collected from teachers, students
and school heads. The principle findings with respect to each of the outcomes
as follows:
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2.2.2.4 School perceptions
Schools were generally very pleased with ICT models, training and content
material provided by the Consortia. However, the repair and maintenance
support was often lacking particularly in those instances where
implementation did not occur in collaboration with a local company.
2.2.2.5 Sustainability
While post-Demo sustainability of the models implemented is a concern for
most schools and Ministries of Education, sustainability plans are being
developed both at school level and within ministries.
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adjusted in order to support ICT development, and, at school level, strategies
are emerging to generate revenue to sustain the costs of connectivity,
maintenance and to cover the cost of consumables.
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☻ Connectivity and network infrastructure
☻ Access and equity
☻ Technical support and maintenance
☻ Harnessing emerging technologies
☻ Digital content
☻ Training (capacity building and professional development)
☻ Research and development
The Ministry of Education was given the mandate to lead the monitoring and
evaluation of the strategy’s implementation, guided by overall government
policies on education and ICT, specific education strategic documents for
implementing its mandate, and global goals such as Education for All (EFA)
and the millennium development goals (MDG).
There are also three organizations of critical importance in the context of ICT
development in Kenyan schools:
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2.2.3.3 Non-Governmental Organizations Network Initiatives for
Computers in Education (NICE)
This is an umbrella body whose members are NGOs involved in introduction
and use of ICTs in schools. It provides a coordinating and rationalizing
function and, through its membership in the Kenya ICT Trust Fund, ensures
that the work and needs of its members are known and considered in the
funds decision-making processes.
Kenya has placed considerable emphasis on the importance of ICT in its
education sector support program as evidenced in the recent spread of the
National ICT strategy for education and training. The MOE has taken steps to
support the implementation of the strategy by either direct action or through
various institutions and agencies with which it works.
During the 2005/2006 financial year, 142 schools were identified through their
respective District Education Boards (DEB) and allocated Ksh 1.5 million each
for the establishment of e-learning infrastructure. In the subsequent year, an
additional 71 schools were identified through the same procedure bringing a
total of 213 schools altogether. In principle, these schools are expected to be
model institutions on the integration of ICT in education and implementation
of an e-learning programme in Kenya (Implementation Plan for Equipping
Secondary Schools with E-Learning Infrastructure, November 2007). The
principle objective of the Initiative is to integrate ICT to teaching and learning
in tandem with the rest of the world. In order to maintain best practices,
schools have to enforce related standards including:
Computer student ratio of 1:2; where necessary schools may
supplement with other resources depending on class sizes and
enrollment.
Internet connectivity and access that requires to be implemented as an
integral part of the initiative in liaison with the Directorate of e-
Government.
Plans to enhance the infrastructure with interactive whiteboards for
effective teaching and learning.
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Adopting procedures to facilitate the use of the infrastructure and
systems by neighboring schools and communities in ways that are
sustainable.
Most of these projects are still under implementation phase. There are also
other organizations not directly involved with the MOE that continue to be
active in implementing and supporting projects involving ICT in education. A
list of ICT initiatives projects are listed in Appendix C. It is an obvious
undisputed fact that ICT holds great promise for developing economies like
Kenya.
2.3 Summary
The three studies have shown that information, knowledge and technology
are increasingly becoming the key drivers for socio-economic development
worldwide.
Evidence from this studies and meta-analysis suggests that the use of ICTs in
particular, computer technologies, is correlated to positive academic
outcomes, including higher test scores, better attitudes towards schools, and
better understanding of abstract concepts. A longitudinal study of a statewide
experiment with computers in the classroom found that those most in need of
help – low income, low achieving students, and students with disabilities –
made the most gains. In addition to better performance in traditional
measures of academic achievements, a secondary benefit of ICTs in education
is to familiarize new generations with the technologies that have become
integral components of the modern world (Haddad, W.D. and Jurich S. 2002).
In recent years, Korea has won international recognition for its high quality e-
learning services including the Cyber Home Learning program and online
lectures on Educational Broadcasting System. These are innovative national
models for collaborative educational planning by governmental agencies,
legislative bodies, educational institutions, parents and communities
promoting the use of ICT both at home and school, which have been reaping
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encouraging achievements regarding information disparity and attaining the
goals of Education for All.
From the case of Korea, it can be concluded that ICT tools can contribute to
the development of MOEST’s core function, that is, developing knowledge,
skills, values, and attitudes which allow citizens to participate in Kenya’s
social, political, economic and cultural activities in a valued and creative
manner.
Transformation requires teachers who can use technology (as in the case of
Korea) to improve student learning. The professional development of teacher
educators in the area of ICT integration is essential. Unless teacher educators
model effective use of technology in their own classes, it will not be possible
to prepare a new generation of teachers who effectively use the new tools for
teaching and learning.
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CHAPTER THREE
3.0 Methodology
3.1 Introduction
This chapter takes a crucial look at the research designs employed in
the study, population sample studied, the instruments of data collection
procedures and analysis. The researcher employed different data collection
techniques to come up with a clear picture of the problem under
investigation.
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3.4 Data Collection And Instruments
In this study, the researcher mainly focused on primary data collection
instruments precisely the questionnaire for the teachers, technical staff and
the students. Checklists were also be used to identify the availability of
different ICT tools. The use of questionnaires provided an easy and quick
means of eliciting responses from the subjects. The researcher prepared
questionnaires that were administered to teachers, technical staff and students
that was first of all be pre-tested by giving them to the researcher’s fellow
classmates before subjecting them to the actual respondents; this ensured
proper modification in order to avoid ambiguity which could have led to
inappropriate data collection.
The questionnaires basically focused on teachers’, students and
technical staff’s perception of utilization of ICTs in teaching and learning.
The tools implied provided an easier way to obtain relevant information
about the research investigation.
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institutions. This helped in comparing the results obtained from
questionnaire. The researcher picked the filled questionnaires after one week.
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CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Introduction
This chapter is aimed at identifying the extend of ICT integration in secondary
schools and how they are utilized in achieving academic goals. It also
identifies the position of teachers in terms of; knowledge about technology,
skills of integrating ICTs in the classroom, and their attitudes towards
technology in Kakamega district.
It also looks at data analysis techniques and procedures used in analyzing and
interpreting the data collected from the field. The researcher focuses his study on
teachers and students as the key informants. Both qualitative and quantitative data
analysis techniques have been used to analyze the data.
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Refer to appendix G (pie charts) for more detailed distribution of ICT
equipment (in terms of percentage distribution in their respective
environments) in the respective schools.
As per the data tabulated above, ICTs are being implemented in teaching and
learning process as shown by the highest percentage of 70%. This is an
indication of a shift toward a more student-centered learning environment, a
common goal of many ICT initiatives in schools. 20% of ICTs are being
moderately used as per the data collected from the three schools. This could
reflect a larger number if equated to the whole country. Global experience
suggests that the integrated use of ICT in pedagogical practice needs much
more incubation time, better access for individual learners, more operational
reliability and much more training and support before this outcome can be
achieved. Refer to appendix G (section ii) for a clear graphical representation
on the frequency of ICT use in teaching and learning process.
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4.2.3 Opinions on the Use of ICT Tools
Table 4.3: Teachers’ opinion on performance
Opinion School A School B School C Total %
Positive (+ve) 5 6 4 15 71.43
None 0 1 3 4 19.05
From the above table, over 70% of teachers\instructors feel that the use of ICT
tools have positively contributed to positive performance in different aspects
of learning. One particular teacher was critical when he said, “Learners
integrate new ideas with prior knowledge in order to make sense or make meaning or
reconcile a discrepancy, curiosity, or puzzlement. They construct their own meaning for
different phenomena”, which he says is the core to learning. However, 19% do
not share the same sentiment. This is because; foundation skills such as word
processing, file management, spreadsheets, email and internet are needed by
both the learners and instructors as a stepping stone to using ICTs to enhance
teaching and learning.
9% feel that the use of ICTs negatively affects teaching and learning since
there’s lack of proper support by the Ministry of Education Science and
Technology (MOEST) through provision of necessary facilities to support the
teaching and learning process (that is, provision of digital content and other
ICT related facilities). Refer to appendix G (section iii) for more information.
Table 4.4: Teachers’ opinion on ICT Infrastructure
Opinion School A School B School C Total %
Need Improvement 5 3 7 15 71.43
No Improvement 2 4 0 6 28.57
Total 21 100
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2030. At this time in most of Kakamega’s secondary schools, ICTs are not being
utilized to enhance subject matter learning. This is due to the lack of adequate
computer to student ratios as well as the current focus on ICTs as a subject matter
rather than to enhance the curriculum.
“The MOEST remains concerned with the quality of secondary education which is
characterized by poor performance in core subjects such as Mathematics and Science.
There are obvious benefits for integrating computers into secondary schools as
students at this age need to focus on subject specific content, greater critical thinking
skills, scientific inquiry, and mathematics, science and languages. Students will
benefit greatly with the analytical, creative, and collaborative power of computer
technology to map out and analyze assumptions, present ideas, and participate in
projects with peers from around the country and around the world”, said, deputy
head-teacher, St. Agnes Girls’ High School-Shibuye. Refer to appendix G (section iv)
for more graphical representation of this.
From the above table, we can deduce that the use of ICTs in learning has
played a positive role towards improving the quality of education. ICTs create
a learning environment that supports learners in articulating what their goals
are in any learning situation. However, 14% of the population did not realize
any remarkable change in student behavior. 9% were discouraged by the use
of ICTs in teaching and learning process. According to the Reform Forum
(2003), “While the existing syllabus may help a select group of learners
prepare for a career in Computer Science, this approach to computer training
for the average learner is similar to teaching learners every part of a pencil
before allowing them to draw”. The problem is that, it brings the learners to
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view computers as exceedingly complex pieces of electronics without giving
them any particular idea of how to effectively use them toward any valuable
end in the real world. Appendix G (section v) shows more information in
graphical form.
None 0 1 3 4 19.05
From the above table, over 70% gave a positive response as regards to the
effect of ICTs in improving academic performance. The desire to strengthen
teaching subjects such as mathematics, sciences and technical subjects has
been strengthened by the development of digital content by Kenya Institute of
Education (KIE) through direct supervision of the Ministry of Education
Science and Technology and shared by secondary schools.
19% of the respondents feel that ICTs have not played any significant role in
positive academic achievement. At this time in most of Kakamega’s secondary
schools, ICTs are not being utilized to enhance subject matter learning. This is
due to the lack of adequate computer to student ratios as well as the current
focus on ICTs as a subject matter rather than to enhance the curriculum.
9% feel that ICTs have negatively affected the standards of academic
achievement. Lack of proper knowledge on the proper use ICTs in teaching
and learning leads to improper use of ICT tools and thus no positive outcome
can be achieved. Refer to appendix G (section vi) for more graphical
representation.
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CHAPTER FIVE
3.2 Summary
In determining the utilization of computers, in teaching and learning
process in Kakamega district, it was noted that equitable distribution and
utilization of computers in teaching and learning depicted equal
percentage distribution of ICT tools of almost 10% in all three institutions.
Frequency of the use of ICT tools in teaching and learning is high
(approximately 70%). This is an indication of a shift toward a more
student-centered learning environment, a common goal of many ICT
initiatives in schools. 20% of ICT tools are moderately used in teaching
and learning. This can be attributed to lack of proper training and skills on
the use of ICTs in the classroom.
Based on the research findings in the previous chapter, 70% of the research
population acknowledges the contribution of ICT and ICT related tools in
terms of its use in teaching and learning process. ICTs help bring out
abstract concepts to the real world application. Lack of proper technical
skills and training hinder the appropriate use of ICTs in teaching and
learning thus negatively affecting the cognitive development of the
learner.
Utilization of ICTs in teaching and learning has improved the quality of
education. ICT tools create a learning environment that supports learners
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in articulating what their goals are in any learning situation. Learning
tasks that are situated in some meaningful real world task or simulated in
some case-based or problem based learning environment are not only
better understood, but also are more consistently transferred to new
situations.
ICT tools have positively contributed to better academic achievement as
compared to conventional methods of teaching and learning. The
introduction of the digital content for various subject areas has really
contributed a lot.
3.3 Conclusions
Based on prior findings, it can be noted that ICT integration in schools is
taking the center-stage. This is attributed by the availability of the core ICT
tools required to facilitate teaching and learning.
The high rate of ICT use in teaching and learning could be attributed to
lack of ignorance, acquisition of necessary knowledge and skills pertaining
integration of ICT in the teaching and learning process and even
availability of relevant resources for the same.
ICTs in education are not transformative on their own. Transformation
requires teachers who can use technology to improve student learning.
The professional development of teacher educators in the area of ICT
integration has really contributed to positive outcome in positive academic
achievement.
Positive achievements only mean one thing; use of ICT seems to have
given learners considerable drive and motivation to become more
independent and increasingly enjoy learning thus a positive outcome is
achieved.
The study finally concluded by that ICT tools have the power to provide a
window of opportunity for educational institutions and other
organizations to harness and use technology to complement and support
the teaching and learning process successfully.
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3.4 Recommendations
Make ICT a priority
As Carlson (2002) indicates, success in ensuring that teachers acquire
the skills and knowledge they need to use technology effectively opens
the door to all kinds of new educational opportunities for both teachers
and students, and downstream economic opportunities for graduating
youth and their countries. This success is the key to participation in the
global knowledge economy. Accordingly, teacher professional
development in the use and application of technology must be given the
priority and resources it deserves, while still maintaining a
constructively critical eye on its costs and methodologies.
Modernize training and the curricula
The fundamental aim is to give the learners the opportunity to become
critical thinkers, problem solvers, information literate citizens,
knowledge managers and, finally, team members who are proficient in
collaborating with others. Meeting this aim requires a fundamental
change in how teachers and learners are trained and in curriculum
development approaches.
Mainstream ICT in all subjects
ICTs should be infused into the entire curriculum. Restricting
technology experiences to a single course or a separate area of
education will not prepare students to be technology-using
individuals. More attention is needed for this integration into the
curricula. The focus seems to be on the classic 'Mathematics, Science,
English' package, giving the dangerously wrong impression that ICTs
cannot be integrated in all other subjects. The integration itself tends to
be focused on technology rather than on information and
communication.
Proper planning
Ensure that planning is based on an awareness of global “best practice”
regarding the adoption and diffusion of ICT in education, the
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development of sharable digital content, and teacher-training
standards.
Need for a framework for ICT education in Schools
Realizing the potential benefits of ICT has been shown over the years
to be difficult to achieve unless it is clear what capabilities the students
are being expected to develop in the course. Without a clear overview
of the learning processes required to develop such capabilities, there is
a tendency for ICT to be “bolt on”, time consuming and costly to
implement and its benefits remain unclear or dubious.
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Reference
1. KIE (Kenya Institute of Education) (n.d.) Kenya e-learning initiative
project. [Online].
Available: http://www.itu.int/partners/project.asp?lang=en&id=58
10. Omwenga, E., Waema, T., & Wagacha, P. (June 2004). A model for
introducing and implementing e-learning for delivery of educational content
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within the African context. African Journal of Sciences and Technology
5(1) 35-48.
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Appendices
Appendix A: Assignment of Consortia to Countries and Schools
Country School Consortia
Lycée Draa Mohamed Sadek
Lycée Abdelhak Benhamouda
Algeria Lycée Bouchoucha Cisco
Lycée Cité Olympique
Lycée Abderrahmanr Ben Ouf
Lycée Ben Sahnoun El Rachedi
Lycée Provincial de Ziniare (Launch School)
Lycée Yadega HP
Collége d’Enseignement Général (CEG) de Pobe
Mangao
Burkina Faso Lycée Untaani
Lycée Provincial de Boulsa AMD
Collége d’enseignement général de Komtoega
Government High School, Buea - Bokwango
Cameroon Government High School, Mvengue Microsoft
Lycee Classique d’Edea
Lycee Technique de Bamenda
Government Bilingual Secondary School, Bafia AMD
Government Secondary School, Mbansan (Launch
School)
El Moqta Secondary Mixed School
Omaer Ibn Abd El Aziz Elsalaa Secondary School HP
Egypt Elhadin Secondary School (Launch School)
El Ghrfa El Tegaria Secondary School
Sobeih Secondary School Oracle
Elwesam Experimental School
CES Lucien NKOUNA-Bongoville (Launch School)
CES Edouard MOSSOT-Moabi AMD
Gabon Lycée Paul Marie YEMBI NDENDE
CES André Gustave ANGUILE
Lycée Richard NGUEMA BEKALE Oracle
CES Mouapa BEOTSA
Acherensua Secondary school
Ola Girls Secondary School (Launch School) Oracle
Ghana Akomadan Secondary School
Walewale Secondary School
St Augustine's Secondary School Cisco
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Wa Secondary School
Mumbi Girls secondary
Menengai Mixed secondary Oracle
Kenya Isiolo Girls Secondary School (Launch School)
Maranda High school
Chavakali High School Microsoft
Wajir Girls secondary
Lesotho High School (Launch School)
Bereng High School Oracle
Lesotho St. Cyprian's High School
Sechaba High School
Qacha's Nek High School Microsoft
Sefikeng High School
Lycée Fodie Maguiraga
Lycée Bocar Cisse Oracle
Mali Lycée Alfred Garcon
Lycée Mamadou Sarr
Lycée Attaher Ag Illy AMD
Lycée Dowele Mariko
Belle Rose State
Secondary School Cisco
Mauritius Windsor College
Ambassador College
Rose Belle High School
Mon Lubin College Microsoft
MEDCO (Cassis) Secondary School
Escola Secundaria deEmilia Dausse
Mozambique Escola Secundaria de Angoche Microsoft
Escola Secundaria de Cuamba
Escola Secundaria de Vilanculos
Escola Secundaria Joaquim Chissano HP
Escola Secundaria de Gurué
Federal Government Academy Suleja (Launch
School)
Nigeria Federal Government Girls College Bakori Microsoft
Federal Government Girls College Owerri
Federal Science & Technical College Uyo
Federal Science & Technical College Lassa HP
Federal Government College Odogbolu
Collège St André
G.S. Muhura (Launch School) Cisco
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Rwanda Lycee de Zaza (in Kibungo-Zaza-Ruhembe)
Collège Christ-Rois de Nyanza (in Nyanza-Mugozi)
Ecole Secondaire St Francois de Shangi microsoft
ESSA-Gisenyi
Lycée De Niakhar (Launch School)
Lycée WAOUNDE NDIAYE MS/Cisco
Senegal Lycée DE DAHRA
Lycée DE BARGNY
Lycée IBOU DIALLO AMD
Lycée ALINE SITOE DIATTA
Hendick-Makapan High School
Lomahasha Secondary School HP
South Africa Maripe Secondary School (Launch School)
Ipetleng Secondary School
Thozamisa High School Oracle
Isiphosethu High School Cisco
Bugulumbya Secondary School (Launch School)
Kabale Secondary School HP
Uganda Masaka Secondary School
Kyambogo College School
Bukuya Secondary School AMD
St. Andrew Kaggwa Senior Secondary School, Kasaala
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Knowledge-centered characteristics of ICT are used to enhance student
Assessment-centered motivation.*
Community-centered • ICT is used to foster collaboration and co-
operation among students and more interaction with
teachers.*
• ICT is used to support more individualized
learning (at the students’ own pace).*
• ICT is used to provide learning experiences and
allow students to progress at their own pace.*
• ICT tools are used to increase student
productivity.*
• Students engage in higher levels of thinking such
as application, analysis and synthesis.
• Adaptive technologies are used to enhance learning
for students with physical disabilities.
3. Teacher ICT competencies Teachers are:
Teachers are competent to apply ICT • able to teach students how to use available
in order to: hardware
• Support students (with respect to devices safely*
learning activities) • able to use and apply basic software programmes
• Create a constructivist learning in the context of their teaching*
environment • able to use ICT to improve their professional and
• Contribute to the relevant learning administrative proficiency*
communities • able to use the Internet to locate additional learning
resources to enrich the curriculum*
• able to use ICT to facilitate a variety of assessment
and evaluation strategies*
• aware of health, legal and ethical issues with
regard to the use of ICT*
• able to plan and design learning experiences
supported by ICT with a special reference health
topics*
• able to collaborate with other teachers internally
and
externally to their school*
• Able to develop digital content teaching materials
on their own.
4. School ICT capacity • Teachers and students have ready legal access to a
All teachers and students have range of appropriate content software.*
immediate access to: • Students and teachers have ready access to ICT
• The hardware and hardware.*
Software necessary to support • Effective policies are in place for the management
the curriculum of hardware resources.*
• The support necessary to enable its • Teachers and students have access to online
use services such as Internet and e-mail.*
• Teachers and students have access to technical
support when required.*
• There is management and co-ordination of digital
resource materials across all learning areas.*
5. School environment • National policies and long-term plans are in place
The school environment is supportive to
of teachers’ and students’ use of ICT promote and support and use ICT in schools.* (Note:
based on a shared, community-based These should be shared via the portal that is to be
vision that prepares students to learn, established by the Demo manager.)
work and live successfully in a • Pedagogical school policies encourage students to
33
knowledge-based, global society reach out beyond the classroom.*
• Curriculum support personnel are available to
assist teachers to integrate ICT in the learning and
teaching process.*
• School policies and processes engage parents,
community members, school staff and learners in
interactions and partnerships that advance the use of
ICT in schools.*
• Schools collect and analyze data regarding the use
of ICT to inform decision-making.
6. Health Point • Health education is promoted in schools via print
The Health Point is a unit to be and ICT related methods including broadcasting.
developed within each school through • A health portal is available to health workers and
which to: the wider community.
• Provide access to health information • Mass media are used to promote healthy living and
to children, parents and health to provide health related information on topics such
workers (especially in rural areas) as
• Promote healthy living and HIV/AIDS and malaria.
awareness of health issues to the *
wider community.
34
opened as part of the Mukuru Promotion Centre in Nairobi run by the Sisters of
Mercy.
• Organization(s): Corporate consortia led by British Airways
• Funding source: British Airways, Microsoft, Cisco, and others.
• Contact:
www.education.go.ke/ICTFORUM/ICT%20in%20Africa%20&%20Mukuru%20-
%20Mrs.%20Mary%20Barry.pdf
Project: Development of Learning Content: digitisation of curriculum content for
delivery in schools.
• Organization(s): Kenya Institute of Education
• Funding source: Ministry of Education
• Contact: www.kie.go.ke/
Project: Support Centres: Central and regional centres provide immediate solutions
on ICT issues to schools via telephone or online inquiries.
• Organization(s): Ministry of Education
• Funding source: Microsoft and the ICT Trust Fund
• Contact: www.education.go.ke/Speeches/MN_ICT_Strategy_2August2006.html
Project: Sponsored Schools: The introduction of computers and distance learning to
supplement teaching and improve learning methods in Aga Khan schools in Kenya.
• Organization(s): Aga Khan Education Services
• Funding source: Aga Khan Foundation
• Contact: Aga Khan Foundation's education activities,
www.akdn.org/agency/akf_concerns.html#education.
Project: Internet cafés: More than 400 Internet cafés have been opened in urban and
rural areas where there is electricity.
• Organization(s): Telcolm Kenya
• Funding source: Telcolm Kenya
• Contact: Dr. Speranza Ndege, www.elearning-
africa.com/newsportal/english/news19.php
Project: NEPAD e-Schools Initiative: Multi-partner demo project that equipped six
secondary schools with state-of-the-art ICTs and provided teacher training and
learning content.
• Organization(s): e-Africa Commission, Ministry of Education, and two consortia led
by Oracle and Microsoft
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• Funding source: Oracle, Microsoft, and the Ministry of Education
• Contact:
www.eafricacommission.org/docs/NEPAD%20eSCHOOLS%20DEMO%20OVERVI
EW.pdf
Project: Agricultural Non-formal Education: A farmers’ resource centre in Mwingi
district that functions as a community information supermarket is equipped with a
computer, a World Space radio, a digital data adapter, a printer, a mobile phone, and
several informational CDs.
• Organization(s): Arid Lands Information Network-Eastern Africa (NGO) and the
Ministry of Agriculture
• Funding source: FORD Foundation, NOVIB, DFID, and OXFAM-GB
• Contact: www.alin.or.ke/about/who.asp
Project: Computer Skill Development: A free e-learning programme in computer
skills for youth living in the slum areas of Nairobi.
• Organization(s): Nairobits, an NGO run by local staff
• Funding source: Dutch and Irish computer experts
• Contact: www.developments.org.uk/data/Issue22/e-for-education.htm
Project: KENET Initiative: An initiative that will establish permanent high-speed
Internet infrastructure in 22 institutions in the next 12 months; establish or improve
node infrastructure within each strategic institution; connect 30 tertiary institutions
to the backbone within two years; and expand to 600 secondary and primary schools
within two years.
• Organization(s): KENET
• Funding source: Ministry of Education, ICT Trust Fund
• Contact: www.kenet.or.ke/about/index.php?yah=mission&yeh=objectives
Project: Crossing Borders – East, West, Southern Africa and Central Africa: A cross-
cultural distance learning scheme linking young African writers to experienced UK
mentors.
• Organization(s): Lancaster University
• Funding source: British Council
• Contact: www.crossingborders-africanwriting.org/about/
Project: School Broadcasting: After a successful one-year pilot, there is now a plan to
revive Kenya’s nationwide school broadcast service, using WorldSpace technology to
broadcast educational content to 11 million students in 18,000 primary and 3,000
36
secondary schools by the end of 2006.
• Organization(s): Kenya Institute of Education (KIE) and WorldSpace
• Funding source: WorldSpace Incorporated
• Contact: www.itu.int/partners/project.asp?lang=en&id=58
Project: The AVOIR Project: A collaboration among 14 universities to produce
educational software while at the same time building software design, development,
and support capacity in the higher education sector.
• Organization(s): University of Nairobi and Jomo Kenyatta University of Agriculture
and Technology
• Funding source: IDRC, Department of Science and Technology (South Africa),
UNESCO, Carnegie Corporation, USAID, Sun Microsystems, International
Oceanographic Data and Information Exchange
• Contact:
http://avoir.uwc.ac.za/avoir/index.php?module=cms&action=viewsection&id=gen
12Srv48Nme23_2
Project: Free Software Licenses: Microsoft Corporation is providing free access to its
operating software for schools and higher education institutions in order to reduce
the cost of buying and using computers. The company will work with the
organisations involved in supplying computers tothe institutions to install the
software on the machines.
• Organisation(s : Microsoft and the Ministry of Education
• Funding Source: Microsoft
• Contact: ICT Director, Ministry of Education, Kenya
37
Appendix D: Budget
Cost/Unit No. of Units Total Cost
Typing 20 38 760.00
Printing 10 50 500.00
Binding 50 1 50.00
Photocopy 2 40 80.00
Stationery 100 1 100.00
Travel expenses 4500 4500.00
Miscellaneous 500 500.00
Total 6490.00
38
Appendix F: Questionnaires
i) Sample Teacher Questionnaire
School ______________________________________
Department __________________________________
Tick where appropriate
Gender Male Female
Position (teacher, H.O.D)
_____________________________________________
1. What do you understand by the term ICT?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
39
4. What are the effects of using ICTs in teaching and learning process?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. What are your opinions to the use of ICTs in teaching and learning process
in your area of specialization?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
40
ii) Sample Observation Checklist
ICT Equipment
Number of computer lab(s)
Yes No
Network infrastructure
Computers
Projector/whiteboard
Interactive whiteboard
Printer
Internet
Video equipment
Others:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Other:_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
41
Frequency of ICT use in teaching
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
42
iii) Student Sample Questionnaire
School ________________________________________
Class _________________________________________
Age (13 - 14) (14 - 15) (15-16) (16 - 17) Other ___
Others
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. How can you rate the use of ICTs in learning in your school?
43
4. What have you gained form the use of ICTs in learning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. Do you think there is need to improve the ICT infrastructure I your school?
Yes No
If Yes, How?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
44
iv) Sample Questionnaire for Technical Staff
School ___________________________________________
Department _______________________________________
Position (Computer technician, system administrator)
________________________________________________
3. How often are the ICT tools used in teaching and learning?
Often Moderate Rare
Give reasons
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
45
4. What are the major challenges you face when working with ICT tools?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Do you think there’s need for improving the available ICT tools?
Yes No
Give reasons
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
6. Give recommendations on how you can improve the available ICT facilities.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Information provided shall be treated with high level of confidentiality. Thank you for
your participation.
46
App
pendix G: Data
D Reprresentation
n Charts
i) Diistribution
n of ICT Equipment
E t
Scchool A Commputer
labo
oratory
1
15%
Video equiipment Otherss
0% Networkk
14%
Internett infrastructture
14% 15%
Printer Computers
14% 14%
Interactivee Projjector/whitebo
o
whiteboard ard
0% 14%
Internet
11% nter
Prin Computeers
111% 11%
Interactive Pro
ojector/whiteb
bo
whhiteboard ard
11% 11%
Scchool C
Video
o equipment Computer
0% laboraatory
25%%
Others
25%
Netwo ork
infrastru
ucture
Internet
0%
%
0%
Printter Computers
25%% 25%
Interactive Pro
ojector/whitebo
whhiteboard ard
0% 0%
47
ii) R
Rate of usee of ICT to
ools in teacching and
d learning.
ICTT Use
6
Frequency Of ICT Use
0
Low Moderate Good Verry good
Rate o
of ICT Use
iii) Teachers’
T op
pinion on the
t use of ICT
I in teacching and leearning
Teachers' Op
pinion on ICT U
Use
0
Sch
hool A Scho
ool B Scho
ool C
Positive (+ve) N
None N
Negative (‐ve)
)
48
iv) L
Learners ressponse to th
he use of IC
CT in learn
ning.
Positive ((+ve) Response
e
School C SSchool A
25% 31%
School B
44%
Neutral Response
hool C
Sch
3
33%
School A
A
67%
School B
0%
Negative (‐ve) Responsse
School A
School B 0%
0%
Scchool C
100%
49
v) Sttudent Resp
ponse on th
he Use of ICTs
Studen
nt Response
School A
Scho
ool B
School C
C
vi) E
Effects of IC
CT Tools on
n Performaance
Effects ICT Too
ols on Perform
mance
0
Sch
hool A School B Scho
ool C
50