International Journal of Education, Culture and Society

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Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya

Received: 03 March 2017    Accepted: 28 March 2017    Published: 28 November 2017
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Abstract

The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.

DOI 10.11648/j.ijecs.20170206.12
Published in International Journal of Education, Culture and Society (Volume 2, Issue 6, December 2017)
Page(s) 165-171
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Computer, Technology, Biology, Constructivist Learning, Attitude, Education

References
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[7] Republic of Kenya, (2005a). Kenya Education Sector Support Program 2005-2010. Delivering quality education to all Kenyans. Nairobi: Government Printer.
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[11] Government of Kenya, Ministry of Education science and Technology, (2011). MOE/ICT 4E/A/1/4. Government secular. Retrieved 23 March 2017.
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[13] Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
[14] Ivers, K. S. (2003). A teacher’s Guide to Using Technology in the Classroom, California: Libraries Unlimited. Kenya.
[15] Tondeur, J., Krug, D., Bill, M., Smulders, M., & Zhu, C. (2015). Integrating ICT in Kenyan secondary schools: An Exploratory case study of a professional development programme. Technology, Pedagogy and Education, 24 (5), 565-584.
[16] Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20 (2), 285-301.
[17] Nyaga, J. S. (2011). Comparison of Computer Assisted Instruction and Conventional Instructional Techniques in Science among Selected Secondary Schools in Embu District, Kenya. Un Published M. Ed Thesis, KU, Kenya.
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Author Information
  • Department of Education Computer Technology, Kenyatta University, Nairobi, Kenya

  • Department of Education Communication and Technology, University of Nairobi, Nairobi, Kenya

  • Institute of Anthropology, Gender and African Studies, University of Nairobi, Nairobi, Kenya

  • Department of Education Computer Technology, Kenyatta University, Nairobi, Kenya

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  • APA Style

    Gideon Mwanda, Samwel Mwanda, Ronnie Midigo, John Maundu. (2017). Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya. International Journal of Education, Culture and Society, 2(6), 165-171. https://doi.org/10.11648/j.ijecs.20170206.12

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    ACS Style

    Gideon Mwanda; Samwel Mwanda; Ronnie Midigo; John Maundu. Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya. Int. J. Educ. Cult. Soc. 2017, 2(6), 165-171. doi: 10.11648/j.ijecs.20170206.12

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    AMA Style

    Gideon Mwanda, Samwel Mwanda, Ronnie Midigo, John Maundu. Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya. Int J Educ Cult Soc. 2017;2(6):165-171. doi: 10.11648/j.ijecs.20170206.12

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  • @article{10.11648/j.ijecs.20170206.12,
      author = {Gideon Mwanda and Samwel Mwanda and Ronnie Midigo and John Maundu},
      title = {Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya},
      journal = {International Journal of Education, Culture and Society},
      volume = {2},
      number = {6},
      pages = {165-171},
      doi = {10.11648/j.ijecs.20170206.12},
      url = {https://doi.org/10.11648/j.ijecs.20170206.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijecs.20170206.12},
      abstract = {The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.},
     year = {2017}
    }
    

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    AU  - Gideon Mwanda
    AU  - Samwel Mwanda
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    AB  - The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.
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