Abstract:
The role played by Information and Communication Technology (ICT) in any institution cannot be over-emphasized. ICT has also been credited with the potential to integrate world economies thus demolishing the barriers created by time and distance. However despite it role in improving effectiveness and efficiency in service delivery, its adoption in most of the secondary schools has remained low and limited. This study sought to assess the factors affecting the adoption of ICT for education support activities in secondary schools in Kenya through a survey of Thika District.
The study used a total sample of 92 respondents selected from public and private secondary schools in Thika district through stratified, simple random sampling. Questionnaires were used to collect primary data. The data was analyzed using Statistical Package for Social Sciences (SPSS) whereby Descriptive Statistics such as frequency distributions, percentages, means and standard deviations as well as inferential statistics such as Pearson Correlation and ANOVA tests were utilized. The findings were presented using frequency tables, and bar graphs.
The survey established user’s attitude, IT literacy, connectivity, cost and policy issues in information technology as the major factors affecting the rate of ICT adoption in secondary schools in Kenya. However the study found that the said aspects have strong association with pace of ICT adoption and their effect is similar in both public and private schools and that low IT literacy levels and inadequate psychological preparedness cuts across all teacher levels.
The study recommends the government through its agencies to intensify ICT in-service programs, e-learning workshops and conferences for teachers to enhance their integration capacity. More over stakeholders should put more effort towards improving and equipping the schools with ICT-literacy training facilities for both teachers and students to increase access. Government should coordinate the integration and subsidize the costs as well as monitor the implementation of a well focused frame work in line with the national education ICT adoption strategy for learning institutions.
