FACTORS INFLUENCING INTEGRATION OF ICT IN TEACHING SCIENCE CURRICULUM

This study investigated the factors that influence the integration of Information and Communication Technology (ICT) in science curricullum in Kenyan secondary schools. The samples for this investigation were drawn from Cyber Schools Technology Solution (CSTS) and New Partnership for Africas Development (NEPAD) e-Schools . It is pertinent to note that educational systems worldwide are vigorously pursuing the integration of ICT as a means of keeping abreast with the rapid technological changes associated with a knowledge-based economy. The education system in Kenya is no exception to these emerging pedagogical changes, which have subsequently prompted the government to introduce several e-initiatives related to the integration of ICT in learning and teaching. In spite of massive spending on education by the Government of Kenya, there is a serious and widening gap between current schooling outcomes and the skills required for effective participation in global workplaces.This study investigated the extent to which CSTS and NEPAD e-initiatives in education have influenced teaching and learning science curriuclum in the selected schools in Kenya.

Autorentext

Dr Peter N Keiyoro is a lecturer at the University of Nairobi where he has been co-ordinating science teachers' training programmes using Open and Distance learning modes of delivery since 1986 He has previously taught Biology at Alliance High school and has also been a science teacher trainer at Kagumo and Kenya science teachers Colleges.