FACTORS INFLUENCING PUBLIC PRIMARY SCHOOLSIMPLEMENTATION OF DIGITAL LITERACY PROGRAM: A CASE OF NAKURU NORTH SUB COUNTY, NAKURU COUNTY- KENYA
| Main Author: | GlaraceWakanyiMahinda |
|---|---|
| Format: | Article |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/1414513 |
Daftar Isi:
- This research focused on implementation of digital literacy program in public primary schools in Nakuru North Sub County, Nakuru County, Kenya. Implementation of the program was slow due to lack of innovation by school heads and teachers and inadequate infrastructure. Independent variables for the study were: school policy on ICT use; school leadership; teachers" competence and infrastructure.Social development theory by Lev Vygotsky (1962) guided the study. A descriptive case study was adopted for the study. Sampling technique used both simple and stratified random sampling. A sample size of 20 was used for the study. Target population consisted of 44 public primary schools". A total of 40 respondents were sampled for the study and consisted of 20 school head teachers and 20 ICT/curriculum teachers. Research instruments used were questionnaires for ICT/curriculum teachers and interview guides for school head teachers. Validitywasensuredthroughjudgmentofexperts,askingquestions,lookingforanswersintheresearchofothers, givingeachsubject anequalopportunitytoscore, using comprehensive research instruments and comparing the conceptual framework and theoretical framework. Reliability was established through test and re-tests method during pilot study. Pearson Correlation analysis was conducted to determine the nature of the relationship between the dependent variable which was implementation of digital literacy and independent variables. The correlation analysis was conducted at 99% confidence level and was two-tailed. All the four independent variables were found to be significant at 1% level of significance. Procurement of ICT infrastructure was cited by school heads to be a responsibility of the Keyan government. However. School heads and teachers also championed the procurement. No school had a school email address for their teachers. 18 schools did not have their own website, 16 schools had no local area network. 14 Teachers used computers to prepare lessons. 10 teachers only used computers in classes sometimes.14 teachers were not provided by laptops for their own use hence preventing teachers from effectively integrating ICT in their teaching. Teachers used their own material from the internet in teaching. They also made use of existing online material from the Kenya Institute of Curriculum Development. 18 teachers were highly skilled with word processing program, 14 teachers were confident in using emails, 10 teachers were confident in using Data Base Management Systems. 16 teachers were confident in organizing files/folders in the computers.2 teachers were confident in using spreadsheet program. 12 head teachers cited the inadequacy of infrastructure in their classrooms. Poor network connectivity hindered implementation of digital literacy as schools lacked a local area network