THE ROLE OF ICT INTEGRATION INTO CLASSROOM IN KENYA. HOW FAR ARE WE?

David Melita Ole Katitia

Aga khan University

Email:katitiamelita@yahoo.com

Abstract

Information and Communication Technology (ICT) is a principal driver of economic

development and social change worldwide. Nevertheless, technology alone can only be an

enabler, not driver of development. Further, use of Information and Communication Technology

(ICT) in developing countries is seen as an effective way to improve the population’s life and

well-being. In particular, ICT applications on the education system might change the future of

the underdeveloped world fundamentally through the connections to ‘the flat world’ (Friedman

2005). However, there are some challenges which the developing world faces in its efforts to

adopt ICT in the education sector. These challenges are limitations related to cost, internet

access, trained staff and adequate policy. This paper discusses the use of ICTs in education in

developing countries with a focus on Kenya. The paper highlights the use of ICTs in education,

the benefits and roles of ICTs in education, Integration of ICT into classrooms and the far ICT is

being integrated in classrooms in Kenya

Keywords; ICT; Integration; Technology; Education reforms

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Introduction

Information and communication technology (ICT) has become an important part of most

organizations and businesses these days(Zhang & Aikman, 2007) Computers began to be placed

in schools in the early 1980s,and several research has revealed that ICT will be an important part

of education for the next generation too (Bransford, Brown, & Cocking, 2000). Further Dawes

(2001) is of the view that technologies have potential to support education a cross the curriculum

providing opportunities for communication between teachers and students in ways that have not

been possible before. In addition Wagner et al (2005) note that “ICTs are currently being used

widely to aid education in many developing countries, and it appears that there is increasing

demand for their use in education by policymakers and parents in developing countries…” This

is evident in Kenya where parents both in private and public schools work hard to ensure that

they provide computers to their schools.

Further ICT in education has the potential to be influential in bringing about changes in

ways of teaching. Many studies have been conducted to investigate the role of ICT in educational

reforms(Yusuf & Yusuf, 2009). Accordingly Pelgrum and Law (2003) state that near the end of

the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology) signifying a shift

of focus from computing technology to the capacity to store and retrieve information. This was

followed by the introduction of the term ‘ICT’ (information and communication

technology) around 1992, when e-mail started to become available to the general

public (Pelgrum, W.J., Law, N., 2003).

While defining ICT, Torero and Braun (2006) offered a much broader definition of ICT

which encompasses equipment and services. For them, ICT “includes the computing industry

(hardware, software, networks, the Internet, and related services); electronic data processing and

display (such as photocopiers, cash registers, calculators, and scanners, as well as a myriad of

less well-known machines specifically tailored to production and manufacturing);

telecommunications and related services (such as fixed and cellular telephones, facsimile

machines, instant messaging, teleconferencing, and so on.); and audiovisual equipment and

services (including television, radio, video, DVDs, digital cameras, compact discs, MP3 players,

and so on” Indeed, Information and Communication Technology plays a key role in enhancing

the quality of education. However, successful implementation of ICT requires strategic planning.

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As Wagner et al (2005) observes, “Research suggests that simply putting computers into schools

is not enough to impact student learning. That said, specific applications of ICT can positively

impact student knowledge, skills and attitudes, as well as teaching practices, school innovation,

and community services”. This has been a trend in most schools in Kenya particularly those in

the rural areas where computer labs have been built and computers procured but hardly do the

use them. This is attributed to the fact that teachers lack skills to integrate ICT into classroom

teaching. This paper provides a literature review on the role of ICT integration in educational

reforms in Kenya.

Roles of ICTs in Education

ICT is increasingly becoming a more and more powerful tool for education and economic

development. Unwin (2009) contends that “ICT can be a catalyst by providing tools which

teachers use to improve teaching and by giving learners access to electronic media that make

concepts clearer and more accessible”. Thus, ICT is used for capacity development and citizen

empowerment. Ultimately, ICT can enhance educational opportunities and outcomes for

students, including students with intellectual disabilities (Anderson, 2009). As much as I agree

with the literature it has always becomes a challenge to most learners as they are not able to

access the computers as some schools could not afford them while others are locked up in

computer labs in schools.

According to Gwang-Jo Kim (2009), ICT in Education can serve the following purposes:

a) Restructuring education system, b) Diversifying teaching-learning methods and practices, c)

Engaging all stakeholders of education and adapt rapidly to changes in society and the

environment, and d) Enhancing education efficiency, effectiveness, and productivity.

Esque (2009) sees three key investment components in long term economic growth. She believes

that: (1) Investment in knowledge leads to sustained economic growth, (2) Knowledge economy

framework, and (3) Educational reforms to build relevant skills.

Song et al (2009) think that ICT in Education has three main goals: (1) Individual development,

(2) Education reform, and (3) Social and Economic growth.

The introduction of ICT in the Kenyan education system would call for a redefinition of

the role of teachers. With ICT, teachers can no longer be “the transmitters of knowledge” but

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rather “the facilitators” of the learning process. Tinio (2009) notes that “As learning shifts from

the “teacher-centered model” to a “learner-centered model”, the teacher becomes less the sole

voice of authority and more the facilitator, mentor and coach from “sage on stage” to “guide on

the side”. The teacher’s primary task becomes to teach the students how to ask questions and

pose problems, formulate hypotheses, locate information and then critically assess the

information found in relation to the problems posed”. This may be easier said than done because

of the nature of culturally-specific traditions that have characterized teaching and learning

practices for years in the Kenya. In Kenya Teachers often view their role as “provider of

knowledge” and regard students as empty vessels to be filled.

Clearly, classroom practices that simply embellish traditional modes of direct instruction with

ICT tools have been repeatedly labeled as ineffective (LeBaron and McDonough, 2009). ICT

must hence be fully integrated into the curriculum. Lin (2008) cited by LeBaron and

McDonough (2009) describes the integration of ICT across the curriculum as critical to learning

how technology is productively applied in real-life situations.

A holistic transformation in teaching perspective is thus expected from a teacher-centered

strategy of instruction toward student-centeredness. This is achievable but can be hard in the

context of lack of basic school supplies and facilities (textbooks, chairs, computers, and so forth).

Consequently, the key role of ICT for development lies in its ability to handle and communicate

information (Torero and Braun, 2006). It should be noted that there is

convincing evidence of a link between good ICT provision in education and economic growth.

Information and Communication Technology has the potential of helping set higher standards for

the national curriculum in Kenya and, hence, for revamping the whole education system of the

government of Kenya.

Integration of ICTs in Education

ICT integration in schools could be simply viewed as the use of computers in the

teaching and learning process. This view would clearly misjudge the complex nature of the

integration procedure itself. By integrating, we understand combining parts together, so that they

work together to make a whole. The ‘parts to be combined’ include the school context in which

integration is to take place, the technologies provided, the technical skills of teachers, the

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technical support provided for the installation, maintenance and upgrading of hardware and

software, the pedagogical preferences and skills of teachers, the availability of appropriate

electronic resources and finally, the skills and motivation of students. However, integration has

always been taken to mean to teach students basic computer skills in Kenya.

In addition, ICT Integration could be seen as a whole configuration of events, activities,

contents, and interpersonal processes taking place in the context in which ICT is used. However,

the right conditions need to be in place before the educational benefits of ICT can be fully

harnessed, and a systematic approach is required when integrating ICTs into the education

system and institutions. This fact is often overlooked, and in their eagerness to jump onto the

technology bandwagon, many education systems end up with technologies that are either

unsuitable for their needs or cannot be used optimally due to the lack of adequately trained

personnel (Ng, Miao, & Lee, 2009). This is evident in most schools in kenya where computers

are procured and kept under tight security in the well constructed laboratories as most teachers

and school administrators are not trained and hence could not integrate into classroom

teaching.The vision of the Government of Kenya is to facilitate ICT as a universal tool for

education and training. Further The Ministry of Educations (MOE) mission is to facilitate

effective use of ICT to improve access, learning and administration in delivery education

programmes and services. The principal objective will be to integrate ICT in the delivery of

education and training curricula. ICT equipments are readily available in most of our schools but

little or no intergration that has taken place. The major challenge in respect to this component is

limited digital equipment at virtually all levels of education. While the average access rate is one

computer to 15 students in most of the developed countries, the access rate in Kenya is

approximately one computer to 150 students this could be atributed to lack of important

components like the power in most other schools particularly those in rural areas as well as

having ICT equipments are expensive to other schools and institutions (EMIS, 2005).

 Although not exhaustive, the range of ICT that have been used in the delivery of

education to improve access, teaching, learning, and administration includes: Electric Board,

Audio Cassette, Radio for Interactive Radio Instructions (IRI), Video/TV-Learning, Computer,

Integrated ICT infrastructure and Support Application Systems (SAS).These systems are in use,

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at various degrees, in most parts of Africa (Charp, 1998). This plan envisages use ofthese digital

components to improve access and quality in the delivery of education in Kenya.

In order to achieve this vision and mission of the ministry of education,every educational

institution, teacher, learner and the respective community should be equipped with appropriate

ICT infrastructure, competencies and policies for usage and progress. It calls for recognition of

the fact that ICT provides capabilities and skills needed for a knowledge-based economy. It also

calls for transforming teaching and learning to incorporate new pedagogies that are appropriate

for the 21st  century. Therefore for it to be possible teachers need to be empowered to enable

them integrate ICT into their classroom teaching. This has never been the reality as many

teachers are not trained on ICTs and many schools end up hiring ICT experts who have no

knowledge on ICT integration.

Several models and frameworks have been formulated to provide a better understanding

of the ICT integration process, to evaluate the positive effects of technology on learning, or to

investigate the kind of enhanced learning environment that technology provides in the classroom.

Pelgrum (2003) identified five key dimensions that should be addressed when considering ICT

Integration in education. These comprise the curriculum, the ICT Infrastructure, the staff

development and support, the organisational change and leadership, and the National educational

policies and ICT implementation strategies.

According to the Sessional Paper No. 1 of 2005 and the KESSP document, outlined

introduction of information and communication technologies (ICT) educational priorities, their

integration into education and the associated financial investments, which has also resulted in the

need to monitor these developments, using reliable and valid indicators. It is believed that the use

of ICT in education can increase access to learning opportunities. But, lack of reliable, quality

data, in addition to the absence of standardized guidelines for establishing relevant and

comparable indicators, hinder policymakers in making informed decisions or in demonstrating

greater commitment to integrating ICT into education systems.

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ICTs in developing Countries

Developing country is a term generally used to describe a nation with a low level of

material wellbeing. There is no single internationally-recognised definition of a developed

country, and the levels of development may vary widely within so-called developing countries

(UNSTATS, 2010), with some having high average standards of living. According to the United

Nations Statistical Division, the designations "developed" and "developing" are intended for

statistical convenience, and do not necessarily express a judgment about the stage reached by a

particular country or area in the development process. In this view, we have at one end the

developed nations – countries that have a high level of development according to some criteria.

Economic criteria have tended to dominate discussions. One such criterion is income per capita;

countries with high Gross Domestic Product (GDP) per capita would thus be described as

developed countries. Another economic criterion is industrialization; countries in which the

tertiary and quaternary sectors of industry dominate would thus be described as developed.

According to Jhurree (2005), this might imply that the former countries now possess a

wealth of knowledge, skills, expertise, and the competitive edge that most of the latter

countries do not possess. On the other hand, as Jhurree (2005) suggests, the latter

countries can gain a lot from the expertise of their advanced counterparts.

According to a study undertaken by Kozma and Anderson (2002), both developed and

developing countries are beginning to use their investment in ICTs to reform education.

Moreover, Hepp, Hinostroza, Laval and Rehbein (2004) claim that developing countries have

become anxious about the widening gap between their reality and the aggressive ICT policies of

some developed countries. Consequently, there is a more urgent need to improve the quality and

equity of education to bridge the gap between developed and developing nations, and ICTs are

perceived as necessary tools for this purpose (Hepp, K., Hinostroza, S., Laval, M., Rehbein, F., 2004).

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The case of Kenya

Since the establishment of the Republic of Kenya in 1963, the Kenyan society has been

going through an enormous transformation, involving social, cultural, intellectual, economic and

structural dimensions. Kenya has made remarkable progress putting in place an ICT policy

framework and implementation strategy, complete with measurable outcomes and time frames.

The process has had the benefit of sound advice from officials and stakeholders and, perhaps

more important is the fact that Kenya promulgated a National ICT Policy in January 2006 that

aims to “improve the livelihoods of Kenyans by ensuring the availability of accessible, efficient,

reliable and affordable ICT services.”The national policy has several sections, including

information technology, broadcasting, telecommunications, and postal services. However, it is

the section on information technology that sets out the objectives and strategies pertaining to ICT

and education. The relevant objective in this section states that government will encourage “…

the use of ICT in schools, colleges, universities and other educational institutions in the country

so as to improve the quality of teaching and learning.” The related strategies, under the heading

“E-Learning,” are to:

• Promote the development of e-learning resources.

• Facilitate public-private partnerships to mobilize resources in order to support e-learning

initiatives

• Promote the development of an integrated e-learning curriculum to support ICT in

education

• Promote distance education and virtual institutions, particularly in higher education

and training

• Promote the establishment of a national ICT centre of excellence

• Provide affordable infrastructure to facilitate dissemination of knowledge and skill

through e-learning platforms

• Promote the development of content to address the educational needs of primary,

secondary, and tertiary institutions

• Create awareness of the opportunities offered by ICT as an educational tool to the

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education sector

• Facilitate sharing of e-learning resources between institutions

• Exploit e-learning opportunities to offer Kenyan education programmes for export

• Integrate e-learning resources with other existing resources.

However, universal implementation is challenging given the lack of resources, national

ICT infrastructure, and even electrical supply particularly in the rural areas. Kenya has placed

considerable emphasis on the importance of ICT in its Education Sector Support Programme as

evidenced in the recent promulgation of the National ICT Strategy for Education and Training.

The Ministry of Education has taken steps to support the implementation of the strategy

either by direct action or through the various institutions and agencies with which it works. In

addition, there are many other organizations not involved directly with the Ministry of Education

that continue to be active in implementing and supporting projects involving ICT in education.

Similarly, large numbers of schools in many countries have access to the Internet unlike in

Kenya where a very small number of schools have internet access. For example, approximately

85% of the schools in Canada and Denmark had access to the Internet in 1999. About 78% of the

schools in Norway did. But only about 30% of the schools in China Hong Kong and Hungary

had Internet access in 1999.

How Far are we in integrating ICT into classroom?

Introducing technology into schools is largely dependent upon the availability and

accessibility of ICT resources (e.g. hardware, software and communications

infrastructure).Though many schools in Kenya particularly those in Urban areas have been able

to achieve this, a large number of schools particularly those in rural areas have been unable to

have the resources. This could be due to poverty or even because resources like power is not

available. Clearly if technology cannot be accessed by the teacher, as in so many educational

settings in Kenya, then it will not be used. It is evident that state funding for such resources is

scarce, and that literature on developing use of ICT to enhance teaching and learning in East

African schools shows that while the process has previously been painfully slow (Liverpool,

2002), the situation has been improving in the last few years. Schools are increasingly being

equipped with computers for teaching, learning and administrative purposes, connectivity is

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improving and students are enthusiastic about using computers for learning, despite the lack of

equipment available. Nevertheless, access and usage of ICT, like the electricity supply itself,

remain rather sporadic.

In Kenya and by large in the African continent, there is an emphasis on teaching basic skills for

software use and information gathering instead of real integration of ICTs into classroom,

whereas research indicates that integrating ICT into classroom learning is far more effective for

students. The skills emphasis is reinforced by the lack of technology located in classrooms and a

corresponding concentration on purpose-built computer labs. This is a model that countries like

the UK, with a high penetration of ICT in schools, are now abandoning (Hennessy, Harrison &

Wamakote 2010 )

ICT integration in Kenya has been a challenge as there are predominantly ICT literacy related

factors and confidence among teachers, and education of subject teachers to assist them in

integrating ICT into learning areas.

Major issues and challenges from developing nations

Several issues have been raised from literature pertaining to the adoption of ICT in

schools in developing countries. Well-known issues relate to financial constraints, whereby low-

income developing countries, such as those in Sub-Saharan Africa, have obvious difficulties in

escaping from the low-income, low-technology equilibrium to enter into the ICT realm (LEE,

2001) Addo, (2001) and the lack of human capacity. LEE questionably states that “even if free

computers and free Internet access are available, they are useless to those individuals who are

illiterate or lack the know-how. The application of ICT technologies requires human capabilities

to handle such technologies”. 20 Apart from these known issues, the use of ICTs in education in

developing countries is facing additional questions and challenges. These include:

The rush to adopt the new technology in education: Developing countries often find

themselves in situations where there is pressure to acquire and adopt new technologies because

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of the claims of what these technologies could do to aid and leapfrog their development, without

really understanding the potential and reach of the technologies, or without having analysed their

environments and contexts for appropriateness, applicability and impact (Swarts).

The Focus on technology: More often than not, computers are installed in schools around the

world without sufficient thought being given to how these computers will be used (Hawkins,

2002). Discussions and planning for ICTs in education are driven by a technological imperative

with little thought being given to the wider educational context within which the technology is to

be used. The appropriateness of the technology for the purpose is often overlooked in the rush to

acquire this technology.

Technology-generated learning: This widespread notion may lead to a lot of wasted money,

with technologies put into schools being either unused or poorly used (Swarts). For the new

technologies to actually contribute to learning, much more thought needs to be put into the issues

of pedagogy, curriculum, professional development of teachers, software, maintenance,

scheduling, and other issues. Moreover, as Pelgrum suggests, a strongly ICT infrastructure-led

development plan may lead to the wastage of valuable resources if the teachers and principals are

not prepared, or if the understanding of the purpose is merely a technological one, such that the

impact of the introduction of technology becomes rather limited (Pelgrum & Law, 2003).

Taking into account informal learning: Students, even in developing countries have

considerable skills in the manipulation of new technologies, sometimes more so than their

teachers (Swarts). Research findings seem to indicate that informal contact and communication

is the most prevalent form of transferring ICT knowledge (Pelgrum & Law, 2003).

Technology not replacing traditional classrooms: Fears, anxiety, and concern that teachers

have about change must be addressed. Using technology as a teaching and learning tool in the

classroom does bring fear, anxiety and concern to a greater extent since it involves both changes

in classroom procedures and the use of the often-unfamiliar technologies (Bitner & Bitner,

2002). Knowledge is expanding rapidly, and most of it is available to teachers and 21

students at the same time. This puts an unavoidable burden on teachers to continue updating their

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knowledge and exposing themselves to modern channels of information. Most teachers now have

to learn how to cope with the new technologies in their classrooms, how to compete with

students in accessing the enormous body of information (particularly via the internet), and how

to use the hardware and software to enhance the teaching and learning process.

Frequently, students are more advanced in, and adept at using, the new technologies than their

teachers (Swarts).

Technology and content: Content development is a critical area that is too often overlooked.

The lack of culturally appropriate educational content, particularly for developing countries,

poses challenges. Cultural differences affect learners’ ability to fully understand and benefit from

the lessons and their intended learning outcomes. It is, therefore, clear that content produced in

one context cannot be adopted without some modification into another context. The bulk of

existing ICT-based educational material is likely to be in English, and thus of little relevance to

education in developing countries (especially at the primary and secondary levels) (Tinio, 2003).

Conclusions

Information and communication technologies offer veritable tool for ensuring the

success of the educational reform programmes of the Kenyan Government. The value of ICT is

globally recognized. However, there is a big gap in ICT skills between average Kenyan student

and teaching staff and students and teaching staff of comparable economies around the world

which is similar to Nigeria and other developing countries (Aniebonam, 2007). The government

and individuals need to address this technology gap so that kenyan citizens can compare globally

with others. It is clear that Kenya, as a nation, and Kenyans, as citizens, are never in want of

policy, but always go short of policy implementation. The potentials for information and

communication technologies should be exploited to ensure the success of educational reforms.

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AUTHORS PROFILE.

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Katitia Melita (katitiamelita@yahoo.com )

Mr. Katitia successfully studied M.Ed in Educational Leadership and Management at Aga Khan

University-Institute of Educational Development, Eastern Africa, B.Ed (Arts) University of

Nairobi, P1 certificate at Kericho teachers training college. He aspires to pursue a higher

research degree at PhD level. Currently, Katitia is a Chief administrative officer at the Teachers

service commission (TSC) His research interests include Teacher Education, Educational

leadership and management and ICT integration in Education. He has published a book

“Stakeholders perceptions of the Head teacher’s role in teaching and learning, a case of a public

primary school in Kenya.” He started his professional life as a Primary school teacher in Eroret

primary school in Magadi, he served as a head of a school in Leshuta primary school before

moving to Ilbissil girls secondary school. His main contributions in school teaching include

facilitation of exemplary students’ performance in national examinations and co-curricular

activities like music and Drama and chairing teachers’ welfare committee to promote collegiality

in the school.

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