Understanding teachers' and administrators' perceptions and experiences towards computer use in kenyan classrooms: a case study of two schools

This study investigated and analyzed the teachers' and administrators' perceptions and experiences towards computer use in Kenyan classrooms. While technology has penetrated many sectors including banking, transportation, communications, medical services and so on, the Kenyan educational system seems to lag behind. Research indicates that computer use in Kenyan classrooms is still at its infancy stage (Kiboss, 2000). The use of computers in only a small percentage of the nation's classrooms is attributed to barriers such as heavy duties on imported hardware and software, and shortage of qualified personnel (Odhiambo, 1991; Hawkridge, 1990). In spite of computer proliferation, the mere presence of technology in schools or classrooms is not a guarantee that it will be used effectively. Therefore, this study is important because teachers and administrators play a significant role in determining how technology is integrated into the curriculum. According to Woodrow (1991), the success of any educational innovation on computer technology depends upon the support, attitudes and perceptions of the teachers and administrators involved. Therefore, understanding their perceptions and experiences will be useful in designing teacher preparation and staff development programs. Data were collected from 27 people including computer-using teachers, non-computer-using teachers, and school and Ministry of Education administrators. Results from the in-depth interviews, participant observation and document analysis revealed a great deal about how teachers and administrators view computer use in Kenyan schools. The primary findings of the study were: (1) both teachers and administrators viewed the use computers in Kenyan classrooms as a worthwhile experience and computers were basically used to teach computer science and computer literacy, (2) barriers that hindered the effective use of computers included shortage of hardware and software, limited time, shortage of power, and lack of quality training for teachers and administrators, (3) computer-using teachers and administrators were enthusiastic and spoke positively about computer use, whereas the non computer-users felt left behind technologically, (4) teachers and administrators reported feeling unprepared by the teacher training colleges to use computers in the classrooms, (5) teachers and administrators expressed the need to provide both practicing and pre-service teachers with professional development opportunities in technology. All in all, the study suggests that teachers' and administrators' perceptions and experiences play a significant role in the use of computers in Kenyan classrooms and hence the need to provide preservice and inservice training programs to enable them successfully teach using computers in the classrooms. The findings of this study suggest the need for the Kenyan government and MOE to review not only teacher preparation and staff development programs but also, to develop a revised national plan to implement ICT in schools nationwide over time.