Teacher Preparedness to Integrate Technology into Teaching Public Secondary Schools in Tigania West, Meru County, Kenya/ (Record no. 93728)

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control field KE-MeUCS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260326124536.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
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Transcribing agency KE-MeUCS
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Classification number LB1028.5.N4 2025
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100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Ngaya, Nancy Mukiri
245 ## - TITLE STATEMENT
Title Teacher Preparedness to Integrate Technology into Teaching Public Secondary Schools in Tigania West, Meru County, Kenya/
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Meru:
Name of publisher, distributor, etc Meru University of Science and Technology,
Date of publication, distribution, etc 2025.
300 ## - PHYSICAL DESCRIPTION
Extent xiii, 114p.
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General note Includes Appendices and Reference
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Summary, etc ABSTRACT<br/>Technology integration is essential in today’s education landscape to equip students with<br/>digital-age skills. Although the Kenyan government has introduced several initiatives to<br/>enhance technology use in education, studies reveal that adoption in secondary schools<br/>remains limited. Research indicates that providing technological devices alone is insufficient<br/>unless the teacher's role is adequately addressed. This study examined teachers’<br/>preparedness to integrate technology into instructional delivery in public secondary schools<br/>in Tigania West Sub-County. The objectives were: to investigate how the availability of<br/>technological tools influences their integration in teaching; to examine teachers' attitudes<br/>towards technology and its impact on teaching; and to explore the influence of in-service<br/>training on technology integration. A descriptive survey design was adopted, guided by<br/>Davis’s (1986) Technology Acceptance Model (TAM). The target population included 50<br/>public secondary schools, with 50 principals, 100 heads of departments, and 200 teachers.<br/>Stratified random sampling was used to select schools, while purposive sampling identified<br/>the study respondents. The sample consisted of 105 participants 15 principals, 30 heads of<br/>departments, and 60 teachers representing 30% of the population. Data collection tools<br/>included questionnaires, interviews, and observation checklists. Reliability was tested using<br/>the test-retest method and Pearson’s product-moment correlation. Quantitative data were<br/>analyzed using means, frequencies, and percentages, while qualitative data were analyzed<br/>through content analysis. Findings showed that the availability of technological tools,<br/>teacher attitudes, and training significantly influenced technology integration. While<br/>teachers were generally optimistic about using technology, most lacked the skills to apply it<br/>effectively. Although many had basic ICT training, they struggled to incorporate it<br/>meaningfully into teaching. The study recommended enhancing teacher training curricula<br/>with more robust technology content, addressing teacher attitudes, and offering continuous<br/>professional development especially for experienced teachers. Schools should also guide<br/>ICT deployment and promote self-initiated efforts. Further research was suggested to<br/>evaluate the cost-effectiveness of technology integration in education
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Source of classification or shelving scheme Library of Congress Classification
Koha item type Thesis
Cataloguer Mercy Musungu
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Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Source of acquisition Cost, normal purchase price Cataloguer Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    Library of Congress Classification     Meru University Meru University Periodical Section 26/03/2026 Donation 0.00 Mercy Musungu   LB1028.5.N4 2025 26-39339 26/03/2026 26/03/2026 Thesis

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