Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program
- Author
- Jo Tondeur (UGent) , Don Krug, Bill Mike, Maaike Smulders and Zhu Chang
- Organization
- Abstract
- This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education.
- Keywords
- Secondary education, In-service training, Technology, Professional development, Africa, Kenya, ICT, Capacity building, PEDAGOGICAL CONTENT KNOWLEDGE, PRIMARY-EDUCATION, TECHNOLOGY, TEACHERS, CLASSROOM, BELIEFS, POLICY
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5971677
- MLA
- Tondeur, Jo, et al. “Integrating ICT in Kenyan Secondary Schools: An Exploratory Case Study of a Professional Development Program.” TECHNOLOGY PEDAGOGY AND EDUCATION, vol. 24, no. 5, 2015, pp. 565–84, doi:10.1080/1475939X.2015.1091786.
- APA
- Tondeur, J., Krug, D., Mike, B., Smulders, M., & Chang, Z. (2015). Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program. TECHNOLOGY PEDAGOGY AND EDUCATION, 24(5), 565–584. https://doi.org/10.1080/1475939X.2015.1091786
- Chicago author-date
- Tondeur, Jo, Don Krug, Bill Mike, Maaike Smulders, and Zhu Chang. 2015. “Integrating ICT in Kenyan Secondary Schools: An Exploratory Case Study of a Professional Development Program.” TECHNOLOGY PEDAGOGY AND EDUCATION 24 (5): 565–84. https://doi.org/10.1080/1475939X.2015.1091786.
- Chicago author-date (all authors)
- Tondeur, Jo, Don Krug, Bill Mike, Maaike Smulders, and Zhu Chang. 2015. “Integrating ICT in Kenyan Secondary Schools: An Exploratory Case Study of a Professional Development Program.” TECHNOLOGY PEDAGOGY AND EDUCATION 24 (5): 565–584. doi:10.1080/1475939X.2015.1091786.
- Vancouver
- 1.Tondeur J, Krug D, Mike B, Smulders M, Chang Z. Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program. TECHNOLOGY PEDAGOGY AND EDUCATION. 2015;24(5):565–84.
- IEEE
- [1]J. Tondeur, D. Krug, B. Mike, M. Smulders, and Z. Chang, “Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program,” TECHNOLOGY PEDAGOGY AND EDUCATION, vol. 24, no. 5, pp. 565–584, 2015.
@article{5971677,
abstract = {{This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education.}},
author = {{Tondeur, Jo and Krug, Don and Mike, Bill and Smulders, Maaike and Chang, Zhu}},
issn = {{1475-939X}},
journal = {{TECHNOLOGY PEDAGOGY AND EDUCATION}},
keywords = {{Secondary education,In-service training,Technology,Professional development,Africa,Kenya,ICT,Capacity building,PEDAGOGICAL CONTENT KNOWLEDGE,PRIMARY-EDUCATION,TECHNOLOGY,TEACHERS,CLASSROOM,BELIEFS,POLICY}},
language = {{eng}},
number = {{5}},
pages = {{565--584}},
title = {{Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program}},
url = {{http://dx.doi.org/10.1080/1475939X.2015.1091786}},
volume = {{24}},
year = {{2015}},
}
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