This research was focused on the integration of ICT into teaching and learning environments i.e. the successes, the challenges and the way forward with particular emphasis on the Kenyan situation.

This study examines the relationship between teacher educators' attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers's Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators' attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators' attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT i n t e g r a t i o n. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction. The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators' who may be holding poor attitudes towards computers.

This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration o...

The purpose of the study was to determine the influence of school related factors in integration of Information Communication Technology in the management of public secondary schools in Kitui County, Kenya. A descriptive survey research design was used in this study. The study was carried out in 58 public secondary schools in Kitui County that have functional ICT infrastructure. This study used sample size table as proposed by Krejcie and Morgan (1970) whereby 58 principals, 58 senior teachers and 266 assistant teachers from schools that have functional ICT infrastructure were selected. All 16 Sub-county Directors of Education and one County Director of Education were selected for the study. The researcher used questionnaires to collect data from principals, senior teachers and assistant teachers while interview schedule was used to collect data from Sub-county Directors of Education and the County Director of Education in Kitui County. The collected data was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. Descriptive statistics that were used in this study include percentages and mean. Hypotheses were tested using Pearson’s moment of correlation coefficient and Pearson’s Chi-square tests for independence. The qualitative data were presented in the form of narrative and integrated within the quantitative data. The findings of the study were; there was a strong positive correlation r(50) = 0.842, p<0.05 between computer infrastructure and ICT integration in management of public secondary schools. The study recommended that; The government should increase their supply of computers to all schools as well as building computer laboratories for schools and that all the schools should have internet connections to enable principals and teachers to use ICT in the school. The government should make it compulsory for all schools to integrate ICT in management.

This study sought to examine the effect of teacher characteristics on ICT integration in public secondary schools in Nakuru Town Sub-county, Kenya. The objectives of the study were: To establish the effect of teacher educational beliefs on ICT integration; to establish the effect of self-efficacy on ICT integration. The study adopted a descriptive research design. The effect of teacher characteristics on ICT integration was tested statistically using Pearson Moments Correlation. The effect of teacher characteristics on ICT integration in public secondary schools was determined at the alpha level of p&lt;0.05. To describe the various elements of teacher characteristics on overall ICT integration, descriptive analysis (percentages) was done. Data was presented using tables. Purposive sampling design was used in the study where one Head teacher, one Head of ICT Department and one ICT teacher were purposively sampled from each of the 22 public secondary schools yielding a sample size of...