Abstract
Information and Communication Technology (ICT) provides an opportunity for Educational Institutions and other organisations to harness and use technology to complement and support the teaching and learning process. However, despite the enormous advocacy for ICT-aided teaching and learning, investment and donation of ICT equipment to schools, there is a challenge on how to transform students learning process to provide students with the skills to function effectively in this information-rich and dynamic environment. Unless ICT is effectively integrated in teaching and learning, the investment for the development of ICT in schools will be wasted. The school curriculum may also fail to achieve its mission to produce learners who are ready for the world of work, which is increasingly reliant on ICT- aided generation and dissemination of knowledge. This study was aimed at finding out the extent of ICT integration in secondary school Physics and the teachers’ attitude towards the using ICT in teaching Physics. Further. The study also assessed the extent to which the National ICT policy on education has been implemented in Mombasa County. It also assessed the teachers attitude towards teaching Physics using ICT. The study was done through administering questionnaires to 148 Physics teachers in public and private secondary schools, and conducting interviews with three (3) ICT champions in the county. The quantitative data based on a Likert Scale was analysed with the aid of the SPSS computer software (version 20) while the qualitative data was analysed using the Bryman’s Four Stage Qualitative Analysis. Keywords : Information and Communication Technology, Attitude. DOI : 10.7176/JEP/10-27-04 Publication date :September 30 th 2019
Highlights
The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary Education Policies (Rosen & Michelle, 1995; Thierer, 2000)
The Descriptive Survey Study Design was employed in this study to define an opinion, attitude or behaviour held by Physics teachers on Information and Communication Technology (ICT) integration in Physics Education
This was appropriate because the study involved collecting data in order to answer questions about the current status of ICT integration in the teaching of Physics in Secondary Schools in Mombasa County
Summary
The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary Education Policies (Rosen & Michelle, 1995; Thierer, 2000). Most experts in the field of Education agree that, when properly used, Information and Communication Technology (ICT) holds a great promise to improving teaching and learning and to shaping workforce opportunities. Ofodu (2007) refers to Information and Communication Technology (ICT) as electronic or computerised devices, assisted by human and interactive materials that can be used for a wide range of teaching and learning as well as for personal use. Improving school ICT facilities is essential in view of the current global revolution in teaching due to the changing nature of teachers’ work, the realities of the information age, new global partnerships and awareness of technological changes (Feldner, 2003). Schools should provide adequate ICT tools to enhance integration of ICT in teaching
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
