Abstract:
The purpose of this study was to establish the factors that in~uence the integration of
Information Communication Technology (lCT) in the management of the curriculum
of secondary schools in Nandi and Uasin Gishu Counties. The study aimed at
examining the status of computers, the extent to which headteachers and teachers
have integrated lCTs in their curriculum management practices and the challenges
they face in the integration process. The study employed the descriptive survey
research design. All the 8 districts of Nandi and Uasin Gishu Counties were included
in the study. A total of 63 schools with functional ICTs were purposively selected
and in each school, one class teacher, 2 subject teachers and 2 heads of department
were selected using stratified random sampling to give a total of 315 teachers. All
headteachers from each of the 63 schools were selected through purposive sam piing.
The total sample of the study was therefore 378 respondents. Triangulation approach
was employed where both qualitative and quantitative data were obtained and
analysed. The main data collection tee:- niques included the use of two questionnaires
for teachers and headteachers and an interview schedule that was administered to the
headteachers. The instruments were found to be reliable and valid after doing the
pilot study. Cronbach's Alpha yielded a reliability coefficient of 0.8. Data was
analysed using SPSS Version 17 and presented through descriptive statistics by use
of frequencies and tables. The significance of relationships and differences of
variables were tested using Pearson Correlation, Multiple Regression and
Independent Samples T-test. The study established that there was an acute shortage
of computers but the available lCTs were easily accessible to users and their level of
utilisation was high particularly for the purpose of management of exams. There was
a low level of lCT integration into curriculum delivery and decision making. A
significant relationship was found between the state of computers and the level of
their integration in the management of curriculum. The study recommended that
acquisition of computers be enhanced and the training of ICT users should focus
more on specialised application skills rather than basic operational skills.
Headteachers should source for lCTs that enhance the performance of curriculum
management practices. It is hoped that the study will benefit education policy makers
and headteachers in adopting effective ICT integration strategies in secondary
schools
