Sustainable implementation of Information Communication Technologies (ICTs) in secondary schools in Nairobi County, Kenya

Abstract

Although the Ministry of Education has developed the National ICT Strategy for Education and Training, there is insufficient well spelt out programmes to address the implementation of Information and Communication Technologies (ICTs) in the secondary school sector. The aim of this study was to investigate the level of ICTs implementation in secondary schools in Nairobi County in order to propose for sustainable implementation in secondary schools in Kenya. The objectives of the study were to: establish the human capital in the secondary schools; establish the level of infrastructure and the existing e-readiness supporting ICTs implementation in the secondary schools; assess the levels of ICTs application in administrative and instructional functions; examine the policy guidelines for ICTs implementation within the secondary schools and the Ministry of Education; analyse the challenges experienced in the implementation of ICTs; and, recommend measures for improvement and propose a model for sustainable implementation of ICTs in secondary schools. The study was informed by Diffusion of Innovations Theory (DoI) and Information Technology Assimilation Framework for Schools (ITAF). It employed mixed methods research design, and used multiple sampling methods including systematic, simple random and purposive sampling to select a sample size of 1,380 respondents. The respondents comprised school principals/head teachers, students, computer and subject teachers, and non-teaching staff such as the school bursar, secretary, technician and the librarian, drawn from forty four (44) public and private secondary schools in Nairobi County. Guided interview schedule, self- administered questionnaire, and observation methods were used for data collection. Descriptive statistics, such as computation of frequencies, percentages and means were used for closed ended questions. Qualitative data was analysed according to themes based on the objectives and research questions and discussions reported. Quantitative data was presented using frequency distribution tables and bar charts. Findings revealed that there is no uniformity in the adoption approach addressing ICTs needs and disparities in the secondary schools. The schools lacked programmes to address the implementation of ICTs. They were insufficiently prepared for ICTs integration, lacked digital content and standardized application programs. Teachers were not adequately trained to exploit the facilities to integrate ICTs into education. E-learning was found to be limited to computer-based training for KCSE examinations. The study recommends that the Ministry of Education, Science and Technology (MoEST) takes up a supervisory role, guidance and research in ICTs implementation as it is currently not well coordinated. Teacher training institutions need to introduce ICTs integration curriculum to assist new graduate teachers and in- service courses for practising teachers. The study has proposed a model to assist in the adoption and implementation of ICTs in secondary schools in Nairobi County.