Department of Computer Science

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

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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.
Use of low cost wireless communication technology for education in rural Kenya
(ACM, 2010-06-15) Mayeku, Betty; Kilwake, Juma; Bertarelli, Fabio
With the advent of mobile revolution, the emerging mobile technologies can support a broad range of learning activities on a variety of mobile devices, a concept referred to as mobile learning. The combination of wireless communication technology and mobile computing is resulting in rapid transformations of the educational world. This paper explores the use of low cost wireless technology in combination with other existing technologies to bring education to rural and pastoralist tribes in Kenya who would otherwise not have access to education.
The digital board in a university setting: two real cases in Europe and East Africa
(Springer, Berlin, Heidelberg, 2010-05-19) Bertarelli, Fabio; Corradini, Matteo; Guaraldi, Giacomo; Genovese, Elisabetta; Kilwake, Juma; Mutua, Stephen
Usually the digital board is thought of as a tool that can only be used beneficially in the context of primary school, secondary school or in a situation of learning handicap. In this case study we want to highlight how the new tools can be used in more broad settings such as teaching in scientific and technical universities. The easy adoption of all useful software on the market to the use of these tools makes them an innovative element in the teaching techniques of the future
Current status of e-health in Kenya and emerging global research trends 1
(2012) Juma, Kilwake; Nahason, Matoke; Apollo, Waliaro; Gregory, Wanyembi; Patrick, Ogao
Healthcare delivery is being transformed by advances in e-Health which is now recognized as an essential enabler for support of health systems across the world, acting not only as an agent for reforming healthcare systems, but also as an enabling tool to share resources among countries with similar challenges without having to duplicate efforts. Lack of interoperable health systems and consensus on data standards is one of the major barriers to the use of health information. Mobile phone use has seen tremendous growth across the developing world offering opportunities to engage e-Health applications. This paper looks at the status of e-Health in Kenya exploring the efforts the government has put in place to create a conducive environment for e-Health and also explores the global research trends in e-Health. The study is carried out through an examination of scientific research papers in journals and conference proceedings. Additionally, telephone interviews with the Ministries of Health, and Public Health and Sanitation is carried out to gauge the level of adoption. The study seems to reveal that though e-Health in Kenya is still in its infancy, the potential for its growth is enormous. This is fuelled by the rapid penetration of mobile phone use, an educated and entrepreneurial populace, and conducive legal, regulatory, and infrastructural environments.
Influence of social personalization on performance in group learning
(IEEE, 2017) Mayeku, Betty; Wabwoba, Franklin; Hogrefe, Dieter
Though personalization has been proposed as an approach that addresses learners' individual differences, the focus of studies in this domain has mainly been on tailoring learning to individual learners' needs as compared to group learning. The few studies that have factored the aspect of learner personality in group learning have overlooked learners' sociological preferences when modeling learner personality. However, it is of essence for learners' social personalities to be considered in group formation since social presence is the basis for collaborative learning. Furthermore, sociological preferences differ among learners and this contributes to individual differences. This paper explored the effect of taking into account the social personalities of a learner in creating collaborative groups. The study was based on the use of PECALE software prototype that enhances personalization and learner engagement through context awareness. The group performance was measured based on how long a group could take to solve a given collaborative task. The results showed that groups that had similar sociological preferences spent significantly less time solving a task than the groups that were formed with no consideration of sociological preferences. Assigning learners into groups while adhering to their sociological needs may offer a platform for equity and inclusion in collaborative learning since every learner's needs are addressed. This may in turn enhance group productivity. Furthermore, the study's approach may also be useful in formation of teams that can work effectively together in the workplace.

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