This paper is based on a study carried out in selected secondary schools in Kenya. The research examines teachers' professional development needs in Kenya with a specific focus on the teachers' needs towards professional development in pedagogical ICT

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development programme from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed-method research approach, the authors collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader programme focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise and 5) access to adequate resources. The discussion centres on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education.

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in develop...

Acknowledgement I would like to express my sincere gratitude to my supervisors, Mr. Richard Nyaoga, Ms Jerotich Sirma, Mr. Felix Obegi and Ms Jackline Moriasi for their tireless effort, guidance, valued ideas and advice during this period. Abstract 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<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 66 teachers.The findings of this study was that teacher characteristics positively affect ICT integration. The study is beneficial to policy makers when developing teacher programs; it also helps teachers to see that intervention programs can influence their instructional behaviors; and it also provides evidence to researchers that teacher beliefs can be challenged.The study thus recommends that policymakers should incorporate the actual use of ICT when developing teacher programs. Considering the influence of the teacher characteristics on classroom use of ICT, professional teacher development should be aware of the direct impact of these variables, especially the role of teacher ICT motivation.

There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts. Discussion by the thematic working group on TPD at EDUsummIT 2015 in Bangkok identified several challenges to successful TPD. This paper discusses those challenges, describes four cases of successful TPD from varied contexts, and derives a model for TPD based on observed commonalities in the cases.

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.