000			02140nam a22003017a 4500
003			ZW-GwMSU
005			20210422112211.0
008			210422b ||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aMasingila, Joanna O _eauthor
245			_aFrom implementation to efficacy: factors affecting Kenyan Secondary teachers' technology integration / _ccreated by Joanna O. Masingila
264			_aPretoria: _bUnisa Press and Routledge, _c2019
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 16 , number 1 ,
520			_aTeaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching.
650	4		_aTechnology integration _xTechnology implementation
650	4		_aSecondary school teachers _xKenyan public secondary schools
700	1		_aFoley, Alan R _eauthor
700	1		_aKhatete, David W _eauthor
700	1		_aNdethiu _eauthor
700	1		_aMaundu, John N _eauthor
700	1		_aTwoli, Nicholas W _eauthor
856			_u10.1080/18146627.2016.1224574
942			_2lcc _cJA
999			_c156657 _d156657