Analyzing ICT resource available for integration in teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya

Abstract

The study sought to analyse ICT resources available for integration in teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya. The qualitative study adopted the Siemens’ Connectivism learning Theory and used exploratory research design. Data was collected from public secondary school principals and teachers of Kiswahili. Krejcie and Morgan sampling table was used to arrive at sample size of 113 schools, which were randomly sampled from a population of 172 public secondary schools in Baringo County. The total participants were 276 principals and teachers. Instruments for data generation were Questionnaires, interview schedules and Checklist. The data collected was qualitative and was presented in themes and percentages. The study found out that ICT resources were inadequate in most public secondary schools and those that had ICT resources did not use them for teaching and learning Kiswahili fasihi simulizi but were used for administrative work. The study recommends that the cost of ICT resources and equipment be reduced by waving import tax and that computer-assisted instructions materials be assembled locally. The school administrators and managers therefore should plan and set aside funds to purchase ICT resources to promote ICT integration in teaching and learning Kiswahili fasihi simulizi.