ASSESS THE SCHOOLS READINESS IN COMPUTER ADOPTION FOR EDUCATION SUPPORT IN PUBLIC SECONDARY SCHOOLS IN KENYA.
Abstract
Computers can provide a more flexible and effective ways of professional development for teachers to improve pre- and in-service, teachers training and connect teachers to the global teachers community. The purpose of this study was to investigate the teacher perception in computer assisted instruction, adoption for education support, in Kenyan secondary schools. The study sought to address the following objectives; Find out the teachers’ attitude towards the computer use and to assess the perceived barriers towards computer instruction. The study adopted the technology acceptance model (TAM) by Davis (1989) which expresses how technology is integrated into the instruction process. Other theories include, Theory of Reasoned Action (TRA) and Theory of Planned Behavior (TPB). A descriptive survey research design was used. Stratified sampling was used to select One hundred and fifty schools; Purposive sampling was used to select the Head teachers and Simple random sampling was used to select the teachers. A total representative sample of 414 respondents was used. Questionnaires and interviews schedules were used as instruments for data collection. Descriptive statistics such as frequencies, percentages and means was used to analyze the data. The study would benefit teachers, school managers, curriculum planners and policy makers, developers and implementers in coming up with the best integration approaches for the use of computers in teaching and learning in Kenyan secondary schools.
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