Teachers’ Perceptions on ICT Integration in Secondary Schools in Tinderet Sub-County

Abstract

Despite rapid growth in ICT access by teachers and students both at home and school, and substantially improved school ICT infrastructure most teachers are not keen in adapting and using ICT tools during teaching and learning. This paper sought to establish teachers’ perception on ICT integration in secondary schools in Tindiret Sub-County. The study adopted descriptive survey design since it allows the use of both qualitative and quantitative data, hence suitable in obtaining the perception of teachers on integration of ICT in secondary schools. The study was conducted in Tinderet Sub-county. The study targeted all the 23 public secondary schools, all principals and all the heads of department in Tinderet Sub-county. The sampling procedures used are stratified sampling and simple random sample. The sample therefore consisted of 4 (57%) boarding schools, 3 (50%) day and boarding and 7 (70%) day schools which were randomly selected. All the 14 principals of the sampled schools were selected using purposive sampling method and the 5 Heads of Departments (H.O. D’s) from each school selected using simple random sample were used as the main informants. Questionnaire, interviews and observation schedule was used as the data collection instruments. Data was analyzed using descriptive statistics while data from the interviews were summarized and presented in form of statements. The overall perception of teachers towards ICT integration is negative. The perception displayed by teachers has been influenced by their low competence in ICT skills since majority said that they are not confident working with ICT technology in class since lack of confidence or know-how on how to handle the different ICTs media would make both students and teachers shun ICTs in training or learning. Key words: Teachers’ perception, ICT integration, Secondary schools, Tindire