000			03245nam a22003017a 4500
001
003			KE-MeUCS
005			20260326124536.0
007
008			260326b |||||||| |||| 00| 0 eng d
010			_a
015			_2
016			_2
020			_a
024			_2
027			_q
035			_a
040			_a _cKE-MeUCS
050			_aLB1028.5.N4 2025
082			_2
100			_aNgaya, Nancy Mukiri
245			_aTeacher Preparedness to Integrate Technology into Teaching Public Secondary Schools in Tigania West, Meru County, Kenya/
260			_aMeru: _bMeru University of Science and Technology, _c2025.
300			_axiii, 114p.
500			_aIncludes Appendices and Reference
520			_a ABSTRACT Technology integration is essential in today’s education landscape to equip students with digital-age skills. Although the Kenyan government has introduced several initiatives to enhance technology use in education, studies reveal that adoption in secondary schools remains limited. Research indicates that providing technological devices alone is insufficient unless the teacher's role is adequately addressed. This study examined teachers’ preparedness to integrate technology into instructional delivery in public secondary schools in Tigania West Sub-County. The objectives were: to investigate how the availability of technological tools influences their integration in teaching; to examine teachers' attitudes towards technology and its impact on teaching; and to explore the influence of in-service training on technology integration. A descriptive survey design was adopted, guided by Davis’s (1986) Technology Acceptance Model (TAM). The target population included 50 public secondary schools, with 50 principals, 100 heads of departments, and 200 teachers. Stratified random sampling was used to select schools, while purposive sampling identified the study respondents. The sample consisted of 105 participants 15 principals, 30 heads of departments, and 60 teachers representing 30% of the population. Data collection tools included questionnaires, interviews, and observation checklists. Reliability was tested using the test-retest method and Pearson’s product-moment correlation. Quantitative data were analyzed using means, frequencies, and percentages, while qualitative data were analyzed through content analysis. Findings showed that the availability of technological tools, teacher attitudes, and training significantly influenced technology integration. While teachers were generally optimistic about using technology, most lacked the skills to apply it effectively. Although many had basic ICT training, they struggled to incorporate it meaningfully into teaching. The study recommended enhancing teacher training curricula with more robust technology content, addressing teacher attitudes, and offering continuous professional development especially for experienced teachers. Schools should also guide ICT deployment and promote self-initiated efforts. Further research was suggested to evaluate the cost-effectiveness of technology integration in education
942			_2lcc _cTH _tMMS
999			_c93728 _d93727