| dc.description.abstract | Integrating technology into classroom practices is one of the challenges in the 21st century.
Effectively integrating ICT into teaching learning process is much more complicated than
providing computers and securing a connection to the Internet. The purpose of the study
was to investigate the factors influencing integration of ICT in teaching and learning in
public primary schools in Kitui Central Sub County. The study objectives were to assess
the influence of teachers’ ICT literacy, to establish the influence of teachers’ attitude, and
to examine the influence of availability of ICT resources on ICT integration in teaching
and learning in public primary schools in Kitui Central Sub County. The study was
anchored on the Technological Pedagogical Content Knowledge (TPACK) Model for
Technology Integration in teaching and learning and the Technology Acceptance Model
(TAM). The study adopted descriptive survey research design. The study targeted 70 head
teachers and 1053 teachers from 70 public primary schools. Through simple random
sampling, 21 head teachers and 105 teachers were selected for the study. Data was collected
through the head teachers’ interview schedule and teachers’ questionnaire. To ascertain
reliability and validity of research instruments, the Pilot testing was conducted in the
neighboring Kitui West Sub County. Reliability of the research instruments was calculated
using test-retest technique obtaining a coefficient of 0.84. Content and construct validity
were ascertained through the university supervisors’ scrutiny and pilot testing. Both
descriptive and inferential statistics were used to analyze the data. Descriptive statistics
included frequencies, means and standard deviations while multiple regression analysis
was used to test the formulated three hypotheses. Qualitative data was put into broad
themes for interpretation. However, some qualitative data was used verbatim in order to
maintain the power of the participants’ spoken words. The study found that teachers’ ICT
literacy was low, attitude towards ICT integration moderately positive while availability of
ICT resources was moderate. The study’s three independent variables contributed 62.3 %
of variance in the level of ICT integration in teaching and learning (R2 = 0.623). Teachers’
ICT literacy was the most potent predictor of ICT integration (β = 0.568, t(89) = 5.365, p
< 0.05). It is hoped that the findings will serve as an important feedback to the government
in regard to the National ICT policy on Education and Digital Learning Programme which
was meant, ostensibly, to entrench information and communication technology (ICT) in
the teaching and learning process in primary schools in Kenya. The study recommends that
the MOE should organize frequent compulsory in service training to equip all teachers with
the appropriate skills and knowledge in ICT. | en_US |
