Abstract:
Information Communication Technology (ICT) has brought about a paradigm shift in the
educational and training system by providing new alternatives to the conventional classroom
teaching and learning. This paper is a report of a study that was undertaken in the year 2020 on
accessibility and the utilization of ICT infrastructure in teaching and learning of Engineering
courses in national polytechnics in Kenya. The study was anchored on the Technology,
Organization, and Environment (TOE) model by Tornatzky and Fleischer (1990). The study
employed the Mixed Methods research approach and the descriptive survey research design.
Stratified, simple random sampling and purposive sampling methods were used to select a
sample of 48 trainers and 12 administrators from the departments of Mechanical, Electrical and
Electronic, Automotive and Civil Engineering in 3 national polytechnics in Kenya. The data was
collected using questionnaires, interview and observation schedules. The findings revealed that
there was limited access of internet within the institutions. The institutions lacked adequate
computers that trainers could use for teaching and learning since over 80% of the trainers used
their own personal computers. It was found out that 54.8% of the trainers’ accessed internet
through their personal phones. Most of the classrooms lacked the required equipment such as the
projectors, power sockets and Wi-Fi hotspots to facilitate ICT use during the training sessions. In
addition, only 40% of the classes had interactive whiteboards. The utilization of ICT for teaching
and learning Engineering courses was significantly low at an average of 26% for theory lessons
and 14% for practical lessons. The study concluded that there were limitations on accessibility
and utilization of ICT infrastructure in teaching and learning of Engineering courses in national
polytechnics in Kenya. The study informs curriculum review and implementation for
Engineering courses.
