|dc.description.abstract||In the 21st Century, it is understood that ICT makes it possible for businesses and
organizations to reduce their running costs, increase their capabilities and thus enables
them to shape inter-organizational coordination. This is no exception to schools.
This research sought to establish the degree to which IS have been utilized in Kenyan
high schools as they are a breeding ground for the next generation of decision makers
and leaders of a growing economy who ought to be fully equipped to seize the
opportunities and the benefits to be realized from the adoption of ICT.
The objectives of the study were to: (a) Establish the degree used in high schools
within Kenya; (b) Determine what the advantages of IS are in Kenyan High Schools;
(c) Determine the challenges faced by Kenyan High Schools that do not have IS in
place; (d) Determine what the main challenges of adoption of IS in Kenyan High
Schools; (e) Develop a model that can be used in enhancing the adoption and use of
IS in Kenyan High Schools.
Employing a descriptive survey research, a sample of 20 private and public high
schools was drawn from the target population of 195 high schools based in Nairobi
and a questionnaire was administered to principals, teachers and computer technicians
in the schools. The study found out that adoption and use of IS in high schools in
Kenya is yet to be fully realized. A series of hindrances to this adoption include such
factors as lack of support from the School Board and other stakeholders; limited funds
and untrained teachers.
From the findings the study proposes the adoption of a School ICT Board as the
critical component tasked to execute the successful implementation of adoption of IS
in high schools. Such an undertaking would require concentrated and collaborative
efforts from all the relevant stakeholders including the broader school administration,
government, donors, Parent-Teacher Associations, teaching staff and non teaching
staff. The School ICT Board structure allows for adoption of ICT in school
administration and consequently adoption of ICT use in the classroom. This model
responds to the myriad of challenges that have been detrimental in the adoption of IS