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Abstract
Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215
Highlights
There has been research studies of the uptake of ICT in education
Many of tehese studies have shown that inspite of teacher training programmes an increase in disappointingly slow uptake of ICT in schools by majority of teachers
This study was motivated by the need to find out the extent that ICT has been implemmented in secondary schools in Kenya
Summary
There has been research studies of the uptake of ICT in education. These include studies of the effects of teacher training (Cox, Rhodes & Hall 1988), levels of resources (Cox 1993), teachers’ pedagogies and practices (Watson 1993) and teachers attitudes (Wood row 1990). Many of tehese studies have shown that inspite of teacher training programmes an increase in disappointingly slow uptake of ICT in schools by majority of teachers. Some of the reasons for this is lack of more widespread uptake of ICT. This study was motivated by the need to find out the extent that ICT has been implemmented in secondary schools in Kenya.
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