Exploring ICT Adoption in Teaching and Learning of Science: A Case of Senior Teachers in Kenya

Abstract

This study was conducted in Homa Bay Sub County, Kenya to explore the adoption of ICT among senior teachers, aged between 45-60 years, in teaching and learning of science. A qualitative research approach using a case study design was employed. Eight secondary school senior teachers of science, 2 females and 6 males, within Homa Bay Sub County were purposefully selected. Semi structured interviews were conducted one-on-one basis followed by classroom observation and document analysis. Analysis of the data revealed that senior teachers of science generally integrate ICTs in planning, assessment and in classroom teaching; however pedagogical preferences and teacher’s workload had an influence on their choice of pedagogy. Subsequently, traditional pedagogy dominated their classroom lessons while ICT partially integrated as complementary to teach specific topics in science. The major factors revealed, that stalled ICT adoption in science teaching among the senior teachers, were insufficient technical support that reduced confidence of ICT integration, scarce practical training on ICT usage, basic expertise level in using ICT and inadequate ICT infrastructures in schools. Nonetheless, the senior teachers of science acknowledged that ICT is convenient and beneficial in teaching and learning. Thus, for increasing ICT integration by senior teachers of science in teaching and learning, it was recommended that the senior teachers of science be exposed to consistent ICT training to be abreast with current ICT knowledge, policies developed for teachers’ preparation and professional development be supportive and emphasize ICT integration in pedagogy.