Influence of Teacher Attitudinal Factors on Use of Instructional Technology in Schools

Abstract

Inventions in technology have continued to create a paradigm shift in the methodology of classroom instructional process. The use of instructional technology for teaching and learning in secondary schools performs a vital role in the instructional process in the face of increased student enrolment as a result of subsidized secondary education in Kenya. However, teachers have displayed varying attitudes towards use of the same which in turn affects achievement of learning objectives. This paper explores teacher attitudinal factors and their influence on use of instructional technology in teaching and learning in secondary schools in Vihiga County, Kenya. Data was collected using questionnaires, interview schedules and observation guides. Findings from the study indicate that 65% of the teachers who used instructional technology had positive attitudes while 35% displayed negative attitudes. A correlation of teacher’s attitudes with teaching experience, teaching load and availability of equipment showed significant relationships. This also influenced the frequency of using instructional technology in schools. Teachers who use technology during instruction should be motivated to help convince those with negative attitudes to change and incorporate instructional technology in classroom teaching.