Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Tage Biswalo

Department

Institute for Educational Development, East Africa

Abstract

Effective leadership is critical for driving meaningful integration of information and communication technology (ICT) in teaching and learning. This study, anchored on the TPACK theory, examined the efforts of school principals in advancing ICT adoption through strategies employed, barriers encountered, and impacts realized in public secondary schools in Malindi Sub-County, Kenya. A qualitative research approach under case study design was employed targeting two principals and their deputies, eight teachers and sixteen students purposefully selected from two public secondary schools. Data was collected through semi structured interviews, focus group discussions, documentary analysis and classroom observations while data was analyzed thematically. Findings from the study reveal that while initiatives have seen relative progress through infrastructure provisions, policies and teacher training spearheaded by principals, ongoing challenges still exist impending effective ICT adoption. Key strategies employed included resource allocation, technical support, policy formulation and recognizing innovative educators. However, barriers reported were infrastructural inadequacies, insufficient teacher skills, curriculum overload, entrenched pedagogical preferences and varying leadership commitment to ICT. Proposed solutions focused on increased funding, ongoing capacity building, streamlining restrictive policies and guidelines. Impacts realized through adoption efforts include enhanced pedagogical practices leveraging diverse tools, broadened access to up-to-date resources, improved student engagement through interactive platforms, higher academic outcomes and optimized administrative processes. Nonetheless, achieving full integration potential requires addressing contextual constraints through multi-stakeholder initiatives providing reliable infrastructure, connectivity, funding models and skills enhancement aligned with evolving needs. This study offers important insights with implications for principals, policymakers, and researchers. Recommendations and implications focus on strategic planning, increased resource partnerships, staff development, curriculum review and leveraging proven frameworks to optimize adoption processes critical for realizing technology's transformative capacity in learning contexts. With commitment addressing barriers unveiled, ICT shows promise for delivering high-quality, equitable and lifelong learning nourished through technology-driven innovations that ready learners for digital transformation.

First Page

1

Last Page

62

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