An exploration into the preparation of science and mathematics teachers for ICT- integration into teaching and learning in secondary schools: a case of an inset program in Kenya.

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Peter Kajoro

Second Supervisor/Advisor

Dr. Anjum Halai

Third Supervisor/Advisor

Dr. Joseph C. Oonyu


Institute for Educational Development, East Africa


The global trend in the adoption of ICT in education has changed the learning environment and the way students learn. This has implications for the pedagogical skills of teachers. Unfortunately, in Sub- Saharan Africa preparation of teachers for ICT integration is often neglected in the face of the more visible educational goals and objectives like formulation of National ICT policies, setting up of multimedia centres and network infrastructure. Kenya is not an exception and even though the MOE has made efforts to adopt ICT in education, important gaps still remain concerning ICT usage in the classroom. In this respect, a literature review was done to conceptualize what entails an effective teacher preparation for ICT-pedagogy integration into teaching. Literature was found to be clear on the curricular goals and teacher skills required to effectively integrate ICT into classroom practices.

Considering that in Kenya, CEMASTEA obtained the mandate to prepare science and mathematics teachers to integrate ICT into their teaching, it became necessary to document the training practice. In this regard, the study explored the practice of preparing the teachers at the Manga district Somesha INSET centre. This was for the purpose of documenting contextually useful lessons, if any, and providing a basis for further research on the practice.

To do this this the ICT integration component of the INSET program was purposively selected and examined. Empirical qualitative data was collected from analysis of the accessible ICT facilities, observation of the learning activities, interviews with the participating teachers and trainers, and content analysis of the training documents and artifacts. The finding suggest that the training practice comprise acquisition and application of basis ICT and internet skills in preparation of teaching materials; preparation, implementation and collaborative reflection of ICT enhanced lessons; and broadening of the teachers views on the value of ICT in teaching and learning. However, physical inaccessibility, and lack of technological and professional support undermined the training.

In light of these findings, it was recommended that CEMASTEA, being the master planner, formulate a set of ICT competency standards for trainers and teachers based on the UNESCO ICT-CTS that outlines the expected curricular goals and teacher skills. Further it was recommended that the centre organizers develop and implement a detailed action plan detailing essential learning activities and ensure that an appropriate technological and professional support system is in place. Finally, it is recommended that the trainers and teachers take personal initiatives to improve their ICT-pedagogy integration skills. In my view, if these recommendations are taken into consideration, the teachers will be exposed to ICT-based learning activities that promote quality learning outcome, hence will develop the competency to integrate ICT into their teaching and improve the quality of education.

This document is available in the relevant AKU library