Impact of infrastructural support on integration of ICT in curriculum implementation in public secondary schools in Makueni county, Kenya

Abstract

Digital Literacy is one competence among the seven competencies to be developed in the 21st centurylearner.Despitethisfact,manyeducatorshavefailedintraininglearnerstoacquireDigital Literacy through integration of Information Communication Technology (ICT) in curriculum implementation.ThepurposeofthisstudywastodeterminetheinfluenceofintegrationofICTin curriculum implementation in public secondary schools in Makueni County, Kenya. Theobjectiveofthestudywasto“establishtheextenttowhichinfrastructuralsupportinfluences integration of ICT in curriculum implementation in public secondary schools in MakueniCounty. The study used descriptive survey research design. The targetpopulationwas52secondaryschoolprincipals,700teachersandonesubcountydirectorof education. Data was collected using questionnaires and interview schedules. The sample size was 16 principals from 16 schools, 25 teachers from secondary sub county schools and 45 teachers from secondary county schools. Teachers’ sample was obtained by stratified sampling, coupled with proportionate random sampling to get the number of the teachers in each stratum of Sub County and county schools required for the study. The data collected was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. Descriptive statistics used in this study included percentages and mean. The inferentialstatisticsusedwasPearsonproductcorrelationcoefficientmoment.Thequalitativedata was presented in the form of narrative and integrated within the quantitative data in graphs and frequency tables. The study established that well developed ICT infrastructure positively influences ICT integration in implementation of curriculum as majority of respondents (57.5%) indicated well established infrastructure influences ICT integration to a great extent and 20% to some extent. This brought out the glaring truth that principals who do not employ ICTexpertintheirschoolslimittheextenttowhichtechnicalsupportisofferedtotheentireschool fraternity in ICT integration in curriculum implementation.