INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY IN MANAGING TECHNICAL TRAINING INSTITUTIONS IN NAIROBI AND NYERI COUNTIES, KENYA

Abstract

Information and Communication Technology (ICT) is acknowledged as a key driver for the worldwide economy, particularly in the progressively digitized era of the 21st century. Educational institutions can no longer effectively prepare students to function competently in the global economy without properly integrating ICT into their curriculum. The purpose of this study was to assess the level of integration of ICT in Technical Training Institutions (TTIs) in Nairobi and Nyeri Counties in Kenya. The study was guided by the following objectives: to evaluate the level of integration of ICT in performing administrative functions in Technical Training Institutions in Nyeri and Nairobi Counties, to examine the level of integration of ICT in conducting financial management, to assess the level of integration of ICT in instructional processes and to examine the level of ICT integration in assessment practices in Technical Training Institutions in Nyeri and Nairobi Counties, Kenya. The study was guided by the Adaptive Structuration Theory and Technical Pedagogical Content Knowledge (TPACK) model. The research design utilized in this study was a mixed methods design. The target population consisted of 1026 respondents. The sample size was 310 respondents, who included; 290 lecturers, 10 bursars and 10 principals from the 10 TTIs in the counties of Nairobi and Nyeri. The lecturers were selected using stratified random sampling, whereas the bursars and principals were selected using purposive sampling. Questionnaires and interview schedules were used to collect data. Reliability was tested using Cronbach alpha coefficient. The questionnaire's reliability was calculated and yielded a Cronbach's alpha (α) of 0.903 in the measurement of ICT integration while validity was ascertained through factor analysis. Quantitative data was analyzed using both the descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS) version 24.1. The qualitative data was analyzed in terms of the themes expressed by the respondents. Results of the study revealed a statistically significant difference in the level of ICT integration in administrative functions (t=0.077, p=0.000), financial management (t=0.072, p=0.000), instructional processes (t=0.0731, p=0.000) and assessment practices (t=0.0724, p=0.000) in TTIs in Nyeri and Nairobi Counties. This highlights the varying levels of ICT integration in TTIs in Nyeri and Nairobi Counties. The null hypothesis was hence rejected. The study recommends the need for the government to strengthen its ICT policy to facilitate enhanced resource allocation by both the government and respective institutions, aiming to further deepen the integration of ICTs in TTIs in Kenya.