|dc.description.abstract||The underlying principle for integrating ICT in education is based on three vital rationales namely, the economic, the social and pedagogical rationales. In the view of the above, the universities need to adopt ICT in their instructional delivery for their critical role in the human resource development in a country.
By so doing universities will produce a work force that is able to construct knowledge, form and sustain social networks as well as a workforce that is empowered through knowledge acquisition to participate in the society. Despite these important contributions of ICT, little is known about how Kenyan universities have integrated them in their teaching and learning, which is critical to obtaining benefits enumerated above. The purpose of this study is to examine the extent of integration of ICT in teaching and learning from the perspective of the lecturers and students in Kenyan Universities.
A case study approach was taken with the collection and analysis of data. Stratified sampling technique was used to select 42 and 15 respondents from a population of 7000 and 110 students and lecturers from KCA University respectively. Two questionnaires, one for each stratum was used, data was analyzed and presented using descriptive statistics, cross tabulations and graphs, by the use of Statistical Package for Social Sciences (SPSS) version 16.
This study is likely to provide educational planners and policy makers in Kenya with an outline on which to have ICT framework that improve the quality of teaching and learning in the universities. From the lecturers' viewpoint, a study of this nature is likely to provide them with the direction for the improvement of their own teaching. From the students' viewpoint, this study is likely to help them to know the vast available ICT equipments that can be used for effective learning||en_US