1Julia Jelagat Keitany, 2Jessina Muthee, 3Samsom Rosina Ondigi
1PhD candidate at Kenyatta University.
2Lecture at the Department of Early Childhood and Special Needs Education, Kenyatta University.
3Executive Dean School of Education, Kenyatta University.
DOI : https://doi.org/10.47191/ijmra/v6-i8-71Google Scholar Download Pdf
ABSTRACT:
The infusion of Information communication technology into teaching and learning in schools is growing by day. Information Communication Technology is now a reliable source of knowledge for transforming and reforming education. However, the school administrators’ personal beliefs and theories about integration of ICT in teaching and learning are widely considered to play a central role in the implementation of the new technologies in schools. Therefore, given the role the head teachers play, there is need to investigate their influence in the access to and use of ICT in special schools of learners with visual impairments. The findings are significant for it would help policy makers to understand the role of school administration in the implementation of ICT in special schools with learners with visual impairments. The objective of the study was to establish school administration factors that influence access to and use of ICT in special schools for leaners with visual impairments in Kenya. The study adopted descriptive survey design. The study targeted seven public special primary schools for leaners with visual impairments with a population of 1667, 161 teachers, seven head teachers, seven computer teachers and seven ministry of education officers. The study sampled three schools situated in different counties in the country; Kiambu county, Meru county and Mombasa county. Judgmental sampling technique, stratified random sampling and simple random sampling were used to draw the samples. The samples consisted of three primary schools for leaners with visual impairment, 168 learners, 18 class teachers, 3 computer teachers, three head teachers and three Ministry If Education officials in the counties where the schools are situated. Data collection instruments were questionnaires, interview schedules and observation schedules. Content validity was determined by seeking expert review. The Cronbach Alpha formula was used to compute the reliability of the instruments. A reliability co efficient of 0.72 was used to judge the reliability of the instruments. The data collected was analyzed using descriptive statistics. The study found that head teachers are willing to support the learners with visual impairment to access and use ICT in the schools. However, there are hindering factors such as unstable internet connection, low teachers’ capacity to use ICT, lack of enough time allocated to ICT learning, some of the head teachers had little knowledge on how to get adapted ICTs for learners with visual impairment and finally, there was no mechanism or model for accessibility of the ICT and other assistive resources for learners with visual impairments in the schools. The study recommended that the government through the ministry of education to train head teachers and teachers on the use of ICT suitable for learners with visual impairments in schools and ensure their functionality and availability. There is also need for a model for access of ICT and provision of the learning support for the learners with visual impairments in the special primary schools in Kenya.
KEYWORDS:School administrators; access and use of ICT; special schools; school managers’ personal beliefs in ICT.
REFERENCES1) Afshari, M., Baker, K. A. & Luan, W. S. (2009). Factors affecting teachers use of Information and Technology. International journal of instruction January 2009. Vol 2 No 11:1694-609x.www.e.finet
2) Akbar, A., Jabbar, A., Saleem, Q. U. A., & Ashiq, M. (2022). Access and Use of Digital Information Resources by Students with Vision Impairment: Challenges, Prospects and Expected Role of Libraries. International Journal of Disability, Development and Education, 1-19.
3) Al- Alwani, A. (2005). Barrier in integrating information technology in Saudi Arabia science education. Doctoral Dissertation, the University of Kansas, Kansas.
4) Binder, M., & Niederle, U. (2007). Institutions of determinants of preference change. A one way relation? Paper of Economic Evolution number 0607.
5) Biwot, J. (2012). Evaluation of factors influencing implementation of computer studies curriculum in Nandi Central District Public Secondary Schools. University of Eastern Africa; Baraton. Unpublished Thesis.
6) Bryderup, I. M., Kowalski, K. (2002). The role of local authorities in the integration of ICT in the learning,18(4), pp 468-48
7) Chin, J. M. C., Ching, G. S., del Castillo, F., Wen, T. H., Huang, Y. C., del Castillo, C. D., ... & Trajera, S. M. (2022). Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability, 14(1), 470.
8) Cook, A.M. & Polgar, J.M.. (2014). Assistive technologies: Principles and practice: Fourth edition.
9) Coudie, R., Monro, B., Seagraves, L & Kenessons, (2007). The Impact of ICT in schools – a lands cape review. UK.
10) Eligi, I., & Mwantimwa, K. (2017). ICT accessibility and usability to support learning of visually-impaired students in Tanzania. International Journal of Education and Development using ICT, 13(2).
11) Fu, S. J. (2013). ICT in Education; A critical Literature Review and its implication. National Institute of Education, Singapore.
12) Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
13) Gomes, C. (2005). Integration of ICT in science teaching. A study performed in Azores, Portugal. Recent Research Developments and learning Technologies.
14) Khan, S. (2007). The G3 ICT initiative; implementing the resolution of the world summit on the information society and the millennium Goals. InGzict (Editor). The accessibility imperative.
15) Kimuyu, D. N. (2016). Factors Influencing Principals’ Integration Of Information Communication Technology In Administration Public Secondary Schools In Kitui Central Sub County, Kenya (Doctoral dissertation, University of Nairobi).
16) Korte, W. B. & Husing. T. (2007). Bench Marking access and use of ICT in European schools 2006. Results from head teachers anda classroom Teacher surveys in 27 European countries. Learning papers, 2(1), 1-6.
17) Lewis, S. (2003). Enhance teaching and learning of science through use of ICT: Methods and materials school science review, 84(309), 41-51.
18) Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.
19) Ministry of Education. (2006). National information and Communication Technology (ICT) Strategy for Education and Training. Nairobi; Government Press.
20) MoE & MoHEST. (2012). Reforming Education and training sectors in Kenya. Sessional paper No.14.Nairobi: Government Press.
21) Mrazek, R., Hollingsworth, M. & Street, M. (2005). Scaling the digital leadership divide. Norfolk.
22) Mugo, B. C. (2013). Assistive Technology and Access to Quality Instruction for Blind and Visually Impaired Students: A Comparative Study of Kenyatta University, Kenya and Syracuse University, USA [Thesis]. http://ir- library.ku.ac.ke/handle/123456789/9009
23) Murrray, D. & Compell, N. (2000). Barriers to Implement Information Technology in some New Zealand schools. Computers in New Zealand schools.
24) Mutisya, A. M., Mulwa, D. M., & Mwania, J. M. (2017). The influence of principals’ related factors on ICT integration in the management of public secondary schools in Kitui County, Kenya.
25) Mutisya, A. M., Mwania, J. M., & Mulwa, D. M. (2017). The influence of school related factors on ICT integration in the management of public secondary schools in Kitui County, Kenya. European Journal of Education Studies.
26) Nang’unda, K. A. (2019). Assessment of Principals’ Leadership in Information communication Technology Integration in Public Secondary Schools Management in Bungoma County, Kenya (Doctoral dissertation, Maseno University).
27) Ozden, M. (2007). Problems with science and technology education in Turkey: Eurasia Journal of Mathematics Science & Technology Education, 3(2), 157-161.
28) Papaloannou, P. & Charalambous, K. (2011). Principals Attitudes towards ICT and their perceptions about the factors that facilitate or inhibit ICT integrate in primary schools of Cyprus. Vol. 10, 2011.
29) Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education; result from worldwide education al assessment. Computer in education 37,163-178.
30) Schoepp, K. (2005). Berriers to technology integration in a technology rich environment, Learning and teaching in higher education; gulf perspectives, 2 (1),1-24.Sicilia, C. (2005). The challenges and Benefits to Teachers; practices in constructivist learning environment supported by technology. Unpublished master’s thesis, Mc Gill University, Montreal.
31) UNESCO IITE, (2006). ICTs in Education for people with special needs; specialize Training course. Van der Geest, T., van der Meij,
32) & van Puffelen, C. Self-assessed and actual Internet skills of people with visual impairments. Univ Access Inf Soc 13, 161–174 (2014). https://doi.org/10.1007/s10209-013-0304-5
33) Waddell, L. (2000). The pilot Internet Project: Evaluation Report. London: Royal national Institute for the Blind.
34) Waycott, J., Bennet, S., Palgamo, B. & Kennedy, G. (2010). The Role of Learners learning styles, Gender, Attitudes and Perceptions on ICT Assisted learner.
VOLUME 06 ISSUE 08 AUGUST 2023
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 05 (May 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 May 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.