Investigating Secondary Teachers use of computers in teaching and learning in Nyanza province, Kenya

Technology especially computer skills plays a key role in promoting the economic development of a country. Many of the productivity gains in the developed world economies over the past decades can, to a great extent be attributed to the impact of technology in particular computer. Most governments appreciate and recognize that technology use and computer literate work force is the foundation on which a nation can acquire the status of a knowledge economy. Advancement in technology has dramatically revolutionized ways in which information is collected, analyzed, transmitted and stored. This has made computer very important equipment in industry, government and private organizations. Educators and curriculum planners have been compelled to go back to the drawing board to re-examine the national goals and objectives of education. Against this background, Kenya decided to make education the natural platform for equipping the nation with computer technology skills in order to create a dynamic and sustainable economic growth. Computer education was introduced in Kenya public secondary schools in 1996 so that learners could be computer literate, to achieve national goals of education and to advance their knowledge as they prepare to venture into various careers in the areas of Information Communication Technology in order to compete for world market jobs. The purpose of this study was to investigate the extent of utilization of computer technology in public secondary schools in Nyanza Province and to state the reasons why teachers use it in teaching and learning. The study used a descriptive survey design, and was conducted in twenty-five secondary schools that had computers at the time of this research. Participants included 25 Principals, 89 heads of departments and 20 classroom teachers. The secondary schools represented rural, urban and suburban areas. Data was collected using questionnaire for principals and heads of departments, while semi-structured interview schedule was used to collect data from classroom teachers. Data analysis involved descriptive statistics that combined qualitative and quantitative methods. The main research findings indicated that teachers used computers to improve students’ communication skills, to teach science, mathematics and computer literacy skills. Principals and heads of departments supported and encouraged teachers to use computers to improve performance in academic subjects. The majority of schools did not have enough computers and teachers were not adequately trained in the use of computers.