Published online August 23, 2021 https://doi.org/10.1186/s42862-021-00012-0
Copyright © Innovation and Education.
Teachers Service Commission, Nairobi, Kenya; Korea National University of Education, Gangnae-myeon, Heungdeok-gu, Cheongju-si, South Korea
Correspondence to:Jin Eun Yoo
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
The use of Information and Communication Technology (ICT) in education has been widely advocated as much needed 21st-century skills by governments and policymakers. Nevertheless, several challenges in integrating ICT into the curriculum have been reported in previous research, especially in studies on Sub-Saharan African countries. Focusing on the case of Kenyan public primary schools, this study investigated the availability of ICT facilities; teacher capacity to integrate technology into their lessons; and teacher perceptions towards technology in schools. In particular, the study is premised on the constructivist learning theory and the Technology Acceptance Model. A total of 351 teachers completed an online questionnaire. Teachers perceived that ICT facilities were inadequate in schools, which presented a challenge in the integration of technology during the implementation of the new curriculum. Most of the teachers answered that they received only basic computer literacy training. Although teachers perceived the use of computers as necessary, they faced difficulties integrating technology in their lessons. The effect of age and gender on teacher capacity was also investigated in inferential statistics, specifically with Welch tests and Games-Howell post hoc comparisons. Teachers in their 40s had a higher perception of usefulness than teachers in the 30s. Implications of the study are discussed as well as future research topics.
Keywords: ICT integration, Curriculum implementation, Teacher perception, ICT facilities
2021 © Innovation and Education Journal. Powered by INFOrang.co., Ltd