Browsing by Author "Batoya, Isaac Barasa"

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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.
Measuring ICT Integration for Collaborative Learning
(International Journal of Advanced Research in Computer and Communication Engineering, 2021-01-28) Batoya, Isaac Barasa; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
Portable technologies offer new opportunities for learning, in which, learning collaboratively has become an extremely important skill. Technology causes learners to be more engaged and often retain more information. Funding for technology has brought teacher and learner digital devices to a large number of classrooms in basic education. Given the vast resources invested in digital devices by the governments, measuring the level of ICT integration for collaborative learning in basic education is of crucial importance. The study established that 57.3% of variation in Collaborative learning in Basic Education was accounted for by Indicators of ICT Integration, The ICT integration framework for collaborative learning (IIFCL) so developed showed the critical indicators to measure the level of ICT integration for collaborative learning in basic education.
Portable Technologies in Collaborative Learning
(International Journal of Computer Science Trends and Technology, 2021-04-28) Batoya, Isaac Barasa; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
Portable technologies offer new opportunities for collaboration learning. It is shifting learning process from pedagogy to cybergogy. Cybergogy focuses on helping adults and young people to learn in a virtual world by promoting and technologically allowing autonomous and interactive learning based on learners. The study established that 50.6% of variation in collaborative learning in basic education was accounted for by portable technologies. The portable technology framework for collaborative learning (PTFCL) so developed showed the critical indicators to enhance collaborative learning. The findings of this study would inform stakeholders on how one could measure the level of ICT integration for collaborative learning in basic education.