Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya
International Journal of Education, Culture and Society
Volume 2, Issue 6, December 2017, Pages: 165-171
Received: Mar. 3, 2017; Accepted: Mar. 28, 2017; Published: Nov. 28, 2017
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Authors
Gideon Mwanda, Department of Education Computer Technology, Kenyatta University, Nairobi, Kenya
Samwel Mwanda, Department of Education Communication and Technology, University of Nairobi, Nairobi, Kenya
Ronnie Midigo, Institute of Anthropology, Gender and African Studies, University of Nairobi, Nairobi, Kenya
John Maundu, Department of Education Computer Technology, Kenyatta University, Nairobi, Kenya
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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.
Keywords
Computer, Technology, Biology, Constructivist Learning, Attitude, Education
To cite this article
Gideon Mwanda, Samwel Mwanda, Ronnie Midigo, John Maundu, Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya, International Journal of Education, Culture and Society. Vol. 2, No. 6, 2017, pp. 165-171. doi: 10.11648/j.ijecs.20170206.12
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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