Department of Computer Science

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/188

Browse

Now showing 1 - 2 of 2

Influence of social technical factors on ict readiness for primary schools in Bungoma county, Kenya
(2015) Batoya, Isaac Barasa; Wabwoba, Franklin; Kilwake, Juma
Since the 1980s integration of ICT in education has been compulsory in the developed nations where the access rate is one computer to 15 students. In developing nations such as Kenya it is more recent and experimental with the access rate of one computer to 150 students. Many government efforts and private initiatives tried to address ICT integration in the school level by carving out policies and strategies, providing computers and Internet access. Despite the huge investment in ICT infrastructure, equipment and professional development for teachers by the government and schools, developed countries have reported up to 41% of integration of ICT to teaching and learning, the proportion remains substantially low in Africa, Kenya included. This raises questions as to how well the integration was being done and how ready the environment was, if less than 40% of the available ICT infrastructure were being used. The purpose of the study was to analyze the influence of social technical factors on ICT Readiness for Primary Schools. The study established that for one to integrate ICT in schools, ICT usefulness, leadership support, professional development and technical support should be put in place. The study recommended that education stakeholders in the county should train all the teachers on how to integrate technology in teaching, guarantee technical support to ICT infrastructure, ensure leadership support and develop an elaborate professional development programme for educators.
STAKEHOLDERS’ DILEMMA AND ACADEMIC LEADERSHIP ON THE DIFFERENT COMPUTING DISCIPLINES
(International Journal on Integrating Technology in Education, 2018-09-10) Wabwoba, Franklin; Nambiro, Alice
There is significant overlap between the uniqueness of the disciplines that has complicated trainers, learners and business community’s choice between the different disciplines. As computing has rapidly evolved its different disciplines has equally expanded in the academic community. The distinction between disciplines by the trainers is purposed to provide unique skills to serve unique needs of employers and society needs. For the business community to receive the best from the products of the programs therefore, it needs to understand what each of the different types of programs provides to meet their needs. This paper presents the results of a survey to determine if stakeholders were able to differentiate between computing disciplines and the level of academic leadership available. The findings of this paper make it clearer the distinct uniqueness of the different computing disciplines. The study found out the computing disciplines are each unique to themselves although there exists an overlap over the content covered. The study established that the stakeholders are not very clear of the difference between the computing disciplines. It also established that some universities have while others do not have academic leadership in the computing disciplines. When the practitioners are very clear on the differences between the different computing disciplines they are most likely to choose the correct employee, training as well as provide the correct training of the relevant discipline. The implication of the findings being that most likely organizations may not be receiving to best returns from the computing human resource employed as a result of hiring those not best suited for their tasks. Based on the findings of this research, further research can be undertaken on the various curriculum offered by universities to ascertain whether the unique computing disciplines are apparent in them

Browse

Browsing Department of Computer Science by Author "Wabwoba, Franklin"