Joseph Muthoka Ndwiki, Ruth W. Thinguri


Integration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrialized nations in the world to equip their learning institutions with computers and employing professional tutors to assist students become proficient and efficient in technology. ICT in education improves instructional delivery process hence enhancing learners’ participation during teaching and learning process. Developed nations like USA have invested so much on research and publications on ICT related areas for use in their educational institutions. In 1995, the USA government bought more than one million computers to be used in elementary schools and over fifteen million in secondary schools. As reported by Chin and Bergheim (1984), the US government’s fiscal year of 2001 budgeted over $529 million for computer training in schools. In response to the Education Reform Act of 1988, the British government spent over $324 million in sponsoring the use of computers in schools’ management and administration. Britain and United States have been spending so much on ICT in education since then as well as other industrialized states. Developing countries have recently started to embrace ICT through construction of ICT enabled environments equipped with internet connectivity technologies. These ICT technologies facilitate connection of different learning institutions in order to exchange/share learning materials, enhance academic performance in education and improve cultural understanding among different people worldwide. Kenya has the potential of being among the major world market players in ICT by reinforcing her ICT policy in secondary schools through the ministry of education. ICT may act as a: supporting tool during instruction delivery process; management tool for economic development and high technological instrument for development. This research was aimed at exploring the impact of information and communication technology in teaching and learning in Kenyan public secondary schools.


Article visualizations:

Hit counter



Al-Ansari, H. (2006). Internet use by the faculty members of Kuwait University. The Electronic Library Vol.24, No. (6), Pp; 791-803.

Aduwa-Ogiegbaen, S. E., & I. Yamu, E. O. S. (2005). Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects. Educational Technology & Society, 8(1), 104-112.

Berge, Z. (1998). Guiding principles in Web-based instructional design. Education Media International, Vol. 35No. (2), Pp; 72-76.

Davis, N. E., & Tearle, P. (Eds.). (1999). A core curriculum for telematics in teacher training. Available: www.ex.ac.uk/telematics.T3/corecurr/tteach98.htm

Jhurreev, V. (2005) "Technology Integration in Education in Developing Countries: Guidelines to Policy Makers”. International Education Journal [Electronic],6(4):467-483.Available: http://ehlt.flinders.edu.au/education/iej/articles/v6n4/jhurree/paper.pdf

Kennewell, S., Parkinson, J., & Tanner, H. (2000). “Developing the ICT capable school”. London: Routledge Falmer.

McGorry, S. Y. (2002), ‘Online, but on target? Internet-based MBA courses: A case study’, The Internet and Higher Education Vol.5, No. (2), Pp; 167-175.

Onunga and Shah (2004), Computer Studies Book 4 Second Edition, Mariwa Publishers

UNESCO (2002) Information and Communication Technology in Education–A Curriculum for Schools and Programme for Teacher Development. Paris: UNESCO.

Young, J. (2002). The 24-hour professor. The Chronicle of Higher Education, Vol. 48, No. (38), Pp; 31-33.

Yusuf, M. O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal Vol. 6 No. (3), Pp; 316-321.

Zhao, Y. & Cziko, G. A. (2001). Teacher adoption of technology: a perceptual control theory perspective. Journal of Technology and Teacher Education, Vol. 9, No. (1), Pp; 5-30.

Curriculum Design and Classroom Management


“National ICT Policy.” 2006. Ministry of Information and Communications.

DOI: http://dx.doi.org/10.46827/ejes.v0i0.435


  • There are currently no refbacks.

Copyright (c) 2018 Joseph Muthoka Ndwiki, Ruth W. Thinguri

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).