The integration of Information and Communication Technology (ICT) into the curriculum has
become a necessity worldwide. The education system does not only pursue the integration of ICT into the
curriculum because of its popularity in the market system, but because of the role it is perceived to play in the
changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of
the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in
Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target
population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County.
Schools were selected using stratified random sampling technique while students’ sample size was determined
using Kathuri and Pals formula. Head teachers and heads of computer departments were purposively selected.
Questionnaire, structured interview schedule and content analysis were the main instruments of data collection
for the study. Two sets of questionnaire were prepared, one for the students and the other for the teachers. The
structured interview schedule was used to solicit information from the head teachers. Both qualitative and
quantitative data were collected for the study. Qualitative data was analyzed descriptively. Analyzed data was
presented in form of cumulative frequency tables, percentages and graphs. The study established that the main
ICT facilities in place in most schools in Mumias sub-County were radio for interactive radio instruction and
computers. The radios available in the studied secondary schools were however inadequate. A majority of the
examined secondary schools had an average computer to learner ratio of 30:1. The study recommended that the
Ministry of Education should hasten the development of ICT policy to ensure that teachers practice what is in
line with the ministry’s expectations, schools should involve their governing bodies to facilitate provision of ICT
infrastructure and that concerned departments within the Ministry of Education should conduct regular and
differentiated ICT teacher trainings.
Application of Mobile Computing In Tertiary Institutions: Case Study of Midla...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
Application of Mobile Computing In Tertiary Institutions: Case Study of Midla...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
Role of ict in education a case of indira college 2IAEME Publication
Latent fingerprints lifted from crime scenes often contain overlapping prints, which are
difficult to separate and match by state-of-the-art fingerprint matchers. The methods that have been
proposed to separate overlapping fingerprints and successful matching previously suffer from limited
accuracy of the estimated orientation field. In this paper, the robustness of overlapping fingerprints
separation is increased, particularly for low quality images. This algorithm reconstructs the
orientation fields of component prints by modeling fingerprint orientation fields. To facilitate this,
orientation cues of component fingerprints are utilized, which are manually marked by fingerprint
examiners. The effectiveness of this model has been evaluated.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
A school is an educational institution for imparting knowledge to children. In an age where information acquisition about a school is assuming astronomical heights, the need for cost-effective and efficient information transmission methods cannot be overemphasized; hence the use of the website of a school to disseminate information is advised. This study examines the process of disseminating information on a school website using a college in the Northcentral of the six-geopolitical zone in Nigeria as a case study. A prior study of manually or locally dissemination of information in a school was carried out and its limitations are highlighted. A website that is able to handle processes like admission, comment, and newsletter has been analyzed and developed using hyper-text language, cascading style sheet, hypertext preprocessor. The study results in solving the information dissemination problem in the college with the development of an educational interactive website.
Need and importance of information technology in educationAshvini gupta
It's a education
NEED
Education is a life long process therefore anytime anywhere access to it is the need
Information explosion is an ever increasing phenomena therefore there is need to get access to this information
Education should meet the needs of variety of learners and therefore IT is important in meeting this need
It is a requirement of the society that the individuals should posses technological literacy
We need to increase access and bring down the cost of education to meet the challenges of illiteracy and poverty-IT is the answer
IMPORTANCE
Access to variety of learning resources
Immediacy to information
Anytime learning
Anywhere learning
Collaborative learning
Multimedia approach to education
Authentic and up to date information
Access to online libraries
Teaching of different subjects made interesting
Educational data storage
Distance education
Access to the source of information
Multiple communication channels-e-mail,chat,forum,blogs,etc.
Access to open courseware
Better accesses to children with disabilities
Reduces time on many routine tasks
Information Technology In Education
Information Technology in Education, effects of the continuing developments in information technology (IT) on education.
The pace of change brought about by new technologies has had a significant effect on the way people live, work, and play worldwide. New and emerging technologies challenge the traditional process of teaching and learning, and the way education is managed. Information technology, while an important area of study in its own right, is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to a vast array of data, challenging assimilation and assessment skills. Rapid communication, plus increased access to IT in the home, at work, and in educational establishments, could mean that learning becomes a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself.
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
Role of ict in education a case of indira college 2IAEME Publication
Latent fingerprints lifted from crime scenes often contain overlapping prints, which are
difficult to separate and match by state-of-the-art fingerprint matchers. The methods that have been
proposed to separate overlapping fingerprints and successful matching previously suffer from limited
accuracy of the estimated orientation field. In this paper, the robustness of overlapping fingerprints
separation is increased, particularly for low quality images. This algorithm reconstructs the
orientation fields of component prints by modeling fingerprint orientation fields. To facilitate this,
orientation cues of component fingerprints are utilized, which are manually marked by fingerprint
examiners. The effectiveness of this model has been evaluated.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
A school is an educational institution for imparting knowledge to children. In an age where information acquisition about a school is assuming astronomical heights, the need for cost-effective and efficient information transmission methods cannot be overemphasized; hence the use of the website of a school to disseminate information is advised. This study examines the process of disseminating information on a school website using a college in the Northcentral of the six-geopolitical zone in Nigeria as a case study. A prior study of manually or locally dissemination of information in a school was carried out and its limitations are highlighted. A website that is able to handle processes like admission, comment, and newsletter has been analyzed and developed using hyper-text language, cascading style sheet, hypertext preprocessor. The study results in solving the information dissemination problem in the college with the development of an educational interactive website.
Need and importance of information technology in educationAshvini gupta
It's a education
NEED
Education is a life long process therefore anytime anywhere access to it is the need
Information explosion is an ever increasing phenomena therefore there is need to get access to this information
Education should meet the needs of variety of learners and therefore IT is important in meeting this need
It is a requirement of the society that the individuals should posses technological literacy
We need to increase access and bring down the cost of education to meet the challenges of illiteracy and poverty-IT is the answer
IMPORTANCE
Access to variety of learning resources
Immediacy to information
Anytime learning
Anywhere learning
Collaborative learning
Multimedia approach to education
Authentic and up to date information
Access to online libraries
Teaching of different subjects made interesting
Educational data storage
Distance education
Access to the source of information
Multiple communication channels-e-mail,chat,forum,blogs,etc.
Access to open courseware
Better accesses to children with disabilities
Reduces time on many routine tasks
Information Technology In Education
Information Technology in Education, effects of the continuing developments in information technology (IT) on education.
The pace of change brought about by new technologies has had a significant effect on the way people live, work, and play worldwide. New and emerging technologies challenge the traditional process of teaching and learning, and the way education is managed. Information technology, while an important area of study in its own right, is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to a vast array of data, challenging assimilation and assessment skills. Rapid communication, plus increased access to IT in the home, at work, and in educational establishments, could mean that learning becomes a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself.
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
USE OF ICT TO ENHANCE THE LEARNING PROCESS IN HIGHER EDUCATIONijejournal
ICTs in Education refers to the development of information and communications technology specifically
for teaching/learning purposes, while the ICTs in education involves the adoption of general components
of information and communication technologies in the teaching learning process. The National Mission on
Education through Information and Communication Technology (NME-ICT), launched in 2009 by the
Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher
Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher
Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT
in higher education, where students learn. Online courses, development of e-content, e-learning, digital
libraries, online encyclopaedias, journals, and books would promote learning and make knowledge
available to all irrespective of the distance or location or financial resources. Government intervention is
necessary so that ICT can be made successful in higher education. Information and Communications
Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
The role of the teacher in the use of ictChris Kwei
Similar to An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in Public Secondary Schools in Mumias Sub-County, Kenya (20)
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Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumer Perspectives on Brand Preference: A Choice Based Model Approachiosrjce
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Student`S Approach towards Social Network Sitesiosrjce
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Broadcast Management in Nigeria: The systems approach as an imperativeiosrjce
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A Study on Retailer’s Perception on Soya Products with Special Reference to T...iosrjce
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A Study Factors Influence on Organisation Citizenship Behaviour in Corporate ...iosrjce
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Consumers’ Behaviour on Sony Xperia: A Case Study on Bangladeshiosrjce
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Public Sector Reforms and Outsourcing Services in Nigeria: An Empirical Evalu...iosrjce
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Media Innovations and its Impact on Brand awareness & Considerationiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer experience in supermarkets and hypermarkets – A comparative studyiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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Organizational Conflicts Management In Selected Organizaions In Lagos State, ...iosrjce
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in Public Secondary Schools in Mumias Sub-County, Kenya
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 1 Ver. II (Jan - Feb. 2015), PP 52-57
www.iosrjournals.org
DOI: 10.9790/7388-05125257 www.iosrjournals.org 52 | Page
An Assessment of the Availability of ICT Infrastructure for
Curriculum Instruction in Public Secondary Schools in Mumias
Sub-County, Kenya
Beldina Nyawire Obota;1
Stanslous Edmonds Oluoch; 2
Linda Makani;3
1,3 Moi University
2, University of Kabianga.
Abstract: The integration of Information and Communication Technology (ICT) into the curriculum has
become a necessity worldwide. The education system does not only pursue the integration of ICT into the
curriculum because of its popularity in the market system, but because of the role it is perceived to play in the
changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of
the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in
Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target
population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County.
Schools were selected using stratified random sampling technique while students’ sample size was determined
using Kathuri and Pals formula. Head teachers and heads of computer departments were purposively selected.
Questionnaire, structured interview schedule and content analysis were the main instruments of data collection
for the study. Two sets of questionnaire were prepared, one for the students and the other for the teachers. The
structured interview schedule was used to solicit information from the head teachers. Both qualitative and
quantitative data were collected for the study. Qualitative data was analyzed descriptively. Analyzed data was
presented in form of cumulative frequency tables, percentages and graphs. The study established that the main
ICT facilities in place in most schools in Mumias sub-County were radio for interactive radio instruction and
computers. The radios available in the studied secondary schools were however inadequate. A majority of the
examined secondary schools had an average computer to learner ratio of 30:1. The study recommended that the
Ministry of Education should hasten the development of ICT policy to ensure that teachers practice what is in
line with the ministry’s expectations, schools should involve their governing bodies to facilitate provision of ICT
infrastructure and that concerned departments within the Ministry of Education should conduct regular and
differentiated ICT teacher trainings.
Keywords: Availability, ICT Infrastructure, Curriculum Instruction, Public Secondary Schools, Mumias Sub-
County, Kenya.
I. Introduction
According to Daniels (2002), ICTs have become – within a very short time – one of the basic building
blocks of modern society. Many countries now regard understanding, and mastering the basic skills and
concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there
appears to be a misconception that ICTs generally refer to „computers and computing related activities‟. This is
not the case, although computers and their application play a significant role in modern information
management. Other technologies and/or systems also comprise the phenomenon that is commonly regarded as
ICTs. Pelgrum and Law (2003) state that towards the end of the 1980s, the term „computers‟ was replaced by
„IT‟ (information technology) signifying a shift of focus from computing technology to the capacity to store and
retrieve information. This was followed by the introduction of the term „ICT‟ (Information and Communication
Technology) around 1992, when e-mail started to become available to the general public (Pelgrum & Law,
2003).
According to a United Nations report (1999), ICTs cover Internet service provision,
telecommunications equipment and services, information technology equipment and services, media and
broadcasting, libraries and documentation centres, commercial information providers, network-based
information services, and other related information and communication activities. According to UNESCO
(2002), information and communication technology (ICT) may be regarded as the combination of „Informatics
technology‟ with other related, specifically communication, technology.
The various kinds of ICT products available and having relevance to education, such as
teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counselling,
interactive voice response system, audiocassettes and CD ROMs have been used in education for different
purposes (Sharma, 2003). The field of education has been affected by ICTs, which have undoubtedly affected
2. An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in...
DOI: 10.9790/7388-05125257 www.iosrjournals.org 53 | Page
teaching, learning and research (Yusuf, 2005). A great deal of research has proven the benefits of ICTs to the
quality of education. ICTs have the potential to innovate, accelerate, enrich and deepen skills, to motivate and
engage students, to help relate school experience to work practices, create economic viability for tomorrow's
workers, as well as strengthen teaching and helping schools. Much has been said and reported about the impact
of technology, especially computers, in education.
Initially computers were used to teach computer programming but the development of the
microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a rapid
rate. Computers and applications of technology became more pervasive in society which led to a concern about
the need for computing skills in everyday life. ICTs have been utilized in education ever since their inception,
but they have not always been massively present. Although at that time computers have not been fully integrated
in the learning of traditional subject matter, the commonly accepted rhetoric that education systems would need
to prepare citizens for lifelong learning in an information society boosted interest in ICTs (Pelgrum, & Law,
2003).
The 1990s was the decade of computer communications and information access, particularly with the
popularity and accessibility of internet-based services such as electronic mail and the World Wide Web
(WWW). At the same time the CD-ROM became the standard for distributing packaged software (replacing the
floppy disk). As a result educators became more focused on the use of the technology to improve student
learning as a rationale for investment. Any discussion about the use of computer systems in schools is built upon
an understanding of the link between schools, learning and computer technology. When the potential use of
computers in schools was first mooted, the predominant conception was that students would be „taught‟ by
computers. In a sense it was considered that the computer would „take over‟ the teacher‟s job in much the same
way as a robot computer may take over a Welder‟s job. Collis (1989) refers to this as “a rather grim image”
where “a small child sits alone with a computer”.
However, the use of information and communication technologies in the Education process has been
divided into two broad categories: ICTs for Education and ICTs in Education. ICTs for education refers to the
development of information and communications Technology specifically for teaching/learning purposes, while
the ICTs in education involves the adoption of general components of information and communication
technologies in the teaching Learning process.
ICT Use in Curriculum Management in Schools
The management of curriculum is an important component of school leadership and as such school
leaders need to be conversant with the information required in leading their schools. Curriculum management
practices that head teachers and teachers can enhance by use of ICT include curriculum delivery, timetabling,
student attendance records, students contact details, preparation of schemes of work, development of lesson
plans, student assessment progress records and reports, preparation of tests and examinations, allocation of
teaching and learning resources, and staff performance records. Head teachers and teachers therefore need to be
aware of how ICTs can benefit their management practices in order to benefit from their full potential.
Harasim (2000) states that most of the available options for the effective use of ICT in curriculum delivery are
much more useful when the activity is linked in a communication network that permits Internet access for e-
mail, and website browsing. It is therefore imperative that every teacher is aware of the expansive opportunities
that the internet provides as a tool of curriculum implementation. Global networks such as the internet provide
access to online databases and archives, libraries, as well as to thousands of special interest forums on topics
ranging from humanities to sciences.
Examination Management
Computers are used to type exams and this is very helpful since the exams can easily be moderated
through editing. Computers can also store up students‟ scores for all exams done while in the school, it is easy to
track the academic progress of a student over time and advice him accordingly.
Management of Classroom Resources
Class teachers can also manage resources in their classes using ICT. These resources include furniture,
stationery and textbooks. This will assist the teacher and even the school administration to monitor the adequacy
of resources in the school. ICT is particularly relevant in textbook management. It makes it easy for the teacher
to know which students have been issued with which books and this makes it easy to track book losses.
Guidance and Counselling
A class database can be useful for teachers because it can store all information pertaining to particulars
of a student such as name, index number, address, parents, names and details, academic performance, subjects
enrolled in, religion, ethnic background etc. Curran and Saunders (1992) point out that such a central database
3. An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in...
DOI: 10.9790/7388-05125257 www.iosrjournals.org 54 | Page
can provide information that could assist in commenting on the progress of students and for counselling them on
their social life.
Timetabling
The head teacher can use ICT in order to accurately capture all subjects and their time allocation. It is
important for the head teacher to keep a digital timetable containing detailed records of the academic level and
experience of all members of staff so that the school can utilise all the available skills that might enhance
management.
ICT networks in large schools can also be used to indicate the rooms to be used for particular subjects
within the timetable. During times for optional subjects, for example, it is easy for the head teacher, teachers and
students to know which subjects are done in which room. It is also easy to identify which classes should be
using shared rooms like laboratories, workshops and libraries at which particular times.
ICT Policy in Kenya
A national ICT policy for Kenya was adopted in January 2006 after many failed attempts in preceding
years (Wiersma & Jurs, 2005; Kariuki, 2009). The policy is based on four guiding principles: infrastructure
development, human resource development, stakeholder participation and appropriate policy and regulatory
framework. On human resource development, the policy underscores the need to strengthen and streamline ICT
training through (among others): promoting ICT in education at primary, secondary, tertiary and community
levels by developing ICT curricula and ensuring that teachers/trainers possess the requisite skills, setting up a
framework for evaluating and certifying ICT training programmes (Kenya Ministry of Information and
Communications, 2006).
The policy further lays the framework for e-learning considered crucial to its development and
utilisation. There is need to provide affordable infrastructure to facilitate dissemination of knowledge and skill
through e-learning platforms; and to promote the development of content to address the educational needs of
primary, secondary and tertiary institutions. The e-learning framework further seeks to facilitate sharing of e-
learning resources between institutions and to exploit e-learning opportunities to offer Kenyan education
programmes for export (ibid.). The realisation of these intentions is expressed in the national ICT strategy for
education and training, the policy document for ICT in education (Kenya MoE, 2006). These include, among
others, (1) equipping education institutions with digital equipment to stimulate integration of ICT in education
and (2) supporting initiatives that provide digital equipment to educational institutions, with priority to
secondary and primary schools.
The expected outcome of these measures was to improve equipping of educational institutions with
digital infrastructure up to 80% in secondary schools and up to at least 10% in primary schools. The average
access was expected to improve from the prevailing one computer for 150 students to one computer for at least
50 students in secondary schools. The strategy also underscored the need for access and equity by establishing
mechanisms to support infrastructural development in remote areas, implementation of policy provisions that
are favourable to special needs groups, and making budgetary provisions for adequate supply of ICT equipment
and facilities (Kenya MoE, 2006)
Availability of Infrastructure to Support ICT
To support ICT integration in schools, the whole prerequisite hardware infrastructure needs to be in
place with the supporting elements such as electricity, maintenance, and technical services. It is not realistic to
expect teachers, who will be struggling with a new role and pedagogy, to assume technical responsibility
for the hardware. The basic requirement is appropriate rooms or buildings to house the technology. In schools
that have vacant classrooms and or old school buildings, extensive renovation to ensure proper electrical wiring,
heating/cooling and ventilation, and safety and security would be needed.
Another basic requirement is the availability of electricity and telephony. A good case in point is that of
Swaziland in which availability of electricity at secondary schools was not a problem because all secondary
schools have electricity. In most developing countries, however, the main problem is that of low telephone
network and access to Internet.
Statement of the Problem
This study investigated the status of ICT integration into instructional tasks in secondary schools in
Mumias Sub-county. ICT integration into instructional tasks involves the use of ICT by teachers to supplement
traditional methods of curriculum instruction. The use of ICTs in education is usually described under the
umbrella term: e-learning.
Many schools have installed computers through various initiatives spearheaded by the government,
development partners and individual schools. Most Kenyan secondary schools introduced computers in great
4. An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in...
DOI: 10.9790/7388-05125257 www.iosrjournals.org 55 | Page
numbers starting early 1990s and the practice has continued to date (Makau, 1990). However, the pace of ICT
use in instructional tasks in Kenyan secondary schools has not been fast enough. Secondary school teachers,
particularly those in Mumias sub-County and similar regions, are still mostly rooted in the traditional
instructional forms and hence they are not making the necessary effort to integrate ICT to create innovative
learning experiences for their students.
During the 2nd
International Conference on ICT for Development, Education and Training, popularly
known as E-learning Africa, on 25th
May 2007, the then Minister for Education, the late Prof. George Saitoti,
said that e-learning developments and initiatives are already in the institutions at different levels and policies
geared towards support to ICTs in schools are in place. He also said they had created partnership with other
stakeholders in order to speed up and enhance the use of ICT in education. These include NEPAD, Microsoft,
ICT Trust, Communication Commission of Kenya (CCK), Multichoice and other ministries. Significant strides
in providing primary and secondary schools with needed hardware and software as well as providing training for
teachers in computer skills had been done. In all these efforts, the focus has been on integrating ICT into
teaching and learning.
The late former Minister‟s statements indicated that ICT integration initiatives are at various levels in
Kenyan secondary schools. It was, therefore, timely for the study to find out the status of these initiatives by
determining the nature of ICT resources available in the schools and the purpose for which they are used. The
study was also motivated by a USAID report of 2005 entitled ICTs in Education Options Paper which found that
despite the initiatives put in place to install ICTs in schools, most of the equipment lie unused in computer labs
or are used merely for computer literacy and teaching computer studies rather than as tools for enhancing
instructional leadership.
The study explored how the initiatives enlisted in the ICT integration documents such as the National
ICT Strategy for Education and Training and Sessional Paper No. 1 of 2005 were being received in schools and
the manner and extent to which they were being translated to practice in order to verify whether implementation
is proceeding as envisaged. The study further explored the experiences of head teachers and teachers in order to
find out the challenges they might be facing while using ICTs to enhance instructional leadership.
Their perceptions were sought in order to determine their attitudes towards ICT integration and how
these attitudes influence the level of ICT integration practices in their schools. This was meant to unearth the
factors that actually influence the effective use of ICTs as tools for managing instructions delivery of curriculum
in secondary schools in Kenya.
II. Materials And Methods
This study was carried out in Mumias sub-county. Mumias sub-County is located in Kakamega County
in the Rift Valley, Kenya. The study adopted a descriptive survey research design. This design is also useful in
identifying the standards against which the existing conditions can compared. The survey method was chosen
because the findings needed to be generalized over a large population.
The target population for the study comprised all head teachers, students and teachers in all secondary
schools in Mumias sub-County. There were 31 Secondary Schools in Mumias Sub County at the time of study
with a student population of 6800. The teaching staff population was 195 with 31 head teachers are (Mumias
Education Office, 2013). A sample of 15 out of 50 (30%) secondary schools in Mumias sub-County was
selected using random sampling technique. Head teachers and heads of computer departments were purposively
selected. This gave a sample of 15 head teachers and 15 heads of computer department. Three (3) teachers were
randomly selected from each school giving a sample of 45 teachers. A total of 364 students were sampled for
the study. The students were selected using stratified random sampling technique. The basis of stratification was
the class level of the students. The total number of respondents for this study was therefore 439.
The main data collection instruments for the study were questionnaire (students‟ and teachers‟),
structured interview schedule (head teachers‟), and analysis of relevant archival materials. Both qualitative and
quantitative data analyses were done. Qualitative analysis was done in the study because the research was based
on an interpretive naturalistic approach as pointed out by (Johnson & Christensen, 2008). Some of the items in
the questionnaire were analyzed quantitatively. Qualitative data was analyzed using frequency counts and
percentages. Analyzed data was presented using cumulative frequency tables, percentages and graphs.
III. Results And Discussion
The study sought to establish the availability of ICT infrastructure for curriculum instruction in the
secondary schools. The findings of the study were as discussed below.
Availability of ICT Facilities
A majority of the secondary schools that were studied, 9(60%), had radio for interactive radio
instruction (IRI), 7(46.7%) had audio learning cassettes while 5(33.3%) had computers meant for curriculum
5. An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in...
DOI: 10.9790/7388-05125257 www.iosrjournals.org 56 | Page
instruction. Only 3(20%) schools had video/TV-learning facilities. None of the secondary schools under study
had electric learning boards, integrated ICT infrastructure and support application systems (SAS). These
findings were as illustrated in Figure 1 below.
Figure 1: Availability of ICT facilities in schools.
Source: Field data, 2013
Learner: ICT Facilities Ratio
Learner to Computers’ Ratio
Of the 33.3% proportion of secondary schools that had installed computers for curriculum instruction,
2(13.3%) had learner to computer ratios of 30:1 each, 1(6.7%) had a learner to: computer ratio of 10:1 while the
remaining 2(13.3%) had a learner to computer ratio of more than 30:1 each. These finding are presented in
Figure 2 below.
Figure 2: Learner to computer ratio.
Source: Field data, 2013
Number of Radios available in Schools
Out of the 9(60%) schools that reported having radios for interactive radio instruction sessions, 6(40%)
had only one radio each in the school, 2(13.3%) had two radios each while the remaining 1(6.7%) had three
radios as illustrated in Figure 3.
Figure 3: Number of available radios in schools
Source: Field data, 2013
6. An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in...
DOI: 10.9790/7388-05125257 www.iosrjournals.org 57 | Page
This finding is in agreement with those of previous studies. In a recent study, Kiptalam et al. (2010)
observe that access to ICT facilities is a major challenge facing most African countries, with a ratio of one
computer to 150 students against the ratio of 1:15 students in the developed countries.
Whereas results indicated that ICT has penetrated many sectors, including banking, transportation,
communications and medical services, the Kenyan educational system seems to lag behind. Further, a recent
report by the National Council for Science and Technology (2010) indicates that computer use in Kenyan
classrooms is still in its early phases, and concludes that the perceptions and experiences of teachers and
administrators do play an important role in the use of computers in Kenyan classrooms.
IV. Conclusion And Recommendations
The study established that the main ICT facilities in place in most schools in Mumias sub-County are
radio for interactive radio instruction and computers. The radios available in the studied secondary schools are,
however, inadequate. A majority of the examined secondary schools have an average computer to learner ratio
of 30:1. From these conclusions, it is recommended that the Ministry of Education should: provide schools with
the necessary hardware and software they need; hasten the development of ICT policy to ensure that what
teachers practice in their schools is in line with what the Ministry has proposed in its policy; appoint qualified
ICT education specialists at school level and conduct regular and differentiated teacher training.
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