Title:
DETERMINANTSOF ICT INTEGRATION IN TEACHING-LEARNING ACTIVITIES IN PRIVATE SECONDARY SCHOOLS IN MERU DISTRICT COUNCIL, TANZANIA

Authors:
Esther K. Nyandika and Millicent A. Ojwang ,Kenya

Abstract:
This study investigated factors affecting Information and Communication Technology (ICT) integration in teaching-learning activities in private secondary schools in Meru District Council, Tanzania. It was conducted in 8 private secondary schools. Purposive sampling was used to identify 398 respondents from schools, educators and Form Three students. Random sampling was used in schools with more than one Form Three stream. Activity Theory guided this study. Descriptive-correlational research design was used. Data was obtained using questionnaires for teachers and students. Data was analyzed by use of Descriptive statistics, t-test, Pearson Product Moment Correlation Coefficient, and Multiple Regression. The study revealed that teachers have positive attitudes towards ICT integration, good perceptions on importance of ICT integration, good training, and got good support from the administrators on ICT integration. However, they rarely integrate ICT in teaching-learning activities. Administrators’ support and teachers’ ICT training significantly predict ICT integration in teaching-learning activities. The study recommended that school administrators should improve their support by making sufficient financial provisions for teachers’ in-service training on ICT integration. This study was conducted in 2018.