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dc.contributor.authorWarui, Michael N.
dc.contributor.authorAteya, Ismail Lukandu
dc.contributor.authorMarwanga (Dr.), Reuben
dc.contributor.authorKiraka, Ruth
dc.date.accessioned2013-11-15T08:14:03Z
dc.date.available2013-11-15T08:14:03Z
dc.date.issued2013-11-15
dc.identifier.urihttp://hdl.handle.net/11071/2083
dc.descriptionA Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Computer-Based Information Systemsen_US
dc.description.abstractDespite the emergence of ICT resources - such as computers, multimedia and the Internet, the proportion of public primary schools in Kenya making use of ICT is still very low. This research revealed that lack of technical support and access to educational software and econtent, and limited understanding on how to integrate ICTs into teaching were perceived by teachers as the key barriers to the further uptake of ICT in primary schools. Consequently, primary schools are unable to embrace an effective learning and quality pedagogy as they relate to ICT integration. Therefore, the dissertation undertook to develop a framework that would support, describe and promote good practice in the use of ICT in learning and teaching in public primary schools. To help schools introduce sustainable ICT into learning environments, a framework that has seven basic execution steps was developed. These steps are i) defining the educational objectives; ii) designing suitable e-school model; iii) selecting the specific technology platform along with the necessary content and applications; iv) deploying the ICT infrastructure; v) working out how much this technology will cost, not just initially but throughout the project life; vi) establishing user training, maintenance and technical support; and finally, vii) setting out framework implementation management, monitoring and reporting for continuous progress and improvement. In each of the steps, a school has to undertake several activities as the inputs in the execution of the framework. There is a resultant outcome after execution of each activity, which is measurable. A Likert scale of 5 has been provided to schools executing the framework in order to score or rate how they are able to attain the desired objectives. Implementation of the framework could help primary schools to introduce sustainable ICT into learning environments by identifying and assessing technology options, their benefits and feasibility.en_US
dc.language.isoenen_US
dc.subjectICT Implementation Solutionen_US
dc.subjectPublic Primary Schoolsen_US
dc.subjectNairobi West Districten_US
dc.titleA Framework for a Sustainable ICT Implementation Solution for Public Primary Schools: Case of Nairobi West Districten_US
dc.title.alternativeen_US
dc.typeThesisen_US


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