Challenges In The Implementation Of Information Communication Technology (ICT) In Public Secondary Schools, Kenya

There are many challenges that hamper efficient implementation of ICT in secondary schools in Kenya, including cost of ICT infrastructure, availability of electricity, teachers’ICT skills and school leadership. This study explored how these challenges influenced its implementation. A descriptive survey research design was adopted. Data analysis employed both inferential and descriptive statistical techniques after which the results were presented in tables supported by some discussions. The study established that the perception of respondents towards implementation of ICT in schools was positive. However, it was found that positive perception did not automatically result in greater use of ICT in schools. The result of study indicated that due to high taxes charged on imported ICT infrastructure, lack of local assembly of ICT infrastructure and high licensing fees charged on ICT software in schools, the total ownership of ICT in schools was costly and many schools were unable to afford. The study, therefore, recommends that such costs should be reduced by adopting measures such as locally assembling education software as well as exploiting alternative technologies to avoid over reliance on costly software and hardware.It was found that limited supply of qualified ICT teachers, lack of enough teachers competent and skilled in use of ICT and lack of proper teacher training in use of ICT was a challenge experienced by schools. More ICT teachers should be employed in secondary schools and trained in ICT skills to make them effectively deliver the ICT based curriculum. This study concluded that some schools had problems of accessing power supply due to limited rural electrification, lack of alternative sources of power supply and high electricity tariffs charges. Alternative sources of power such as generators, solar technology and batteries should be explored in the absence of the electric power. The study concluded that school leadership generally supported ICT implementation in schools. It was found that school leadership was committed, interested and championed implementation of ICTs in schools.