The purpose of this study was to explore the various challenges and opportunities influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study sought to: Determine the levels of ICT integration in teaching and learning Mathematics; identify the challenges and opportunities of ICT use in teaching and learning Mathematics; and identify best pedagogical practices used in teaching Mathematics using ICT. The study adopted Rogers’s diffusion theory, whereby the user or adopter is critical in the whole process. The study, adopted a descriptive survey research design hence data were largely descriptive in nature. Three instruments were used to determine the results in the study: teachers and student questionnaires’, a structured interview schedule for the deputy heads of department and an observation checklist. The study was carried out in twelve public secondary schools in Nairobi County. The schools included three National schools and nine County schools. The study adopted purposive sampling to select teachers, while simple random sampling to select schools, deputy principals and Form Three students. The sample comprised two hundred and ninety nine (299) respondents. The sample of the study included twelve secondary schools, twelve Mathematics teachers, two hundred and seventy five (275) form three students and twelve heads of Mathematics department. Data analysis was done using Statistical Package for Social Sciences (SPSS) version 20, which involved the use of percentages and frequency tables. The findings indicated that there were low levels of ICT integration; Mathematics teachers are not well prepared to integrate ICT in teaching Mathematics. The study concluded that, despite, the major challenges faced by teachers, they are expected to develop their technological skills and knowledge as well as use ICTs in their teaching. This study recommends that students be allowed to use smartphones for learning purpose only and teachers to be trained on how to integrate ICT in teaching and learning Mathematics during their pre-service course and in-service practice.
SHEILA, A (2021). Integrating Information Communication And Technology In Mathematics Education At Secondary Level, A Case Of Nairobi County, Kenya. Afribary. Retrieved from https://afribary.com/works/integrating-information-communication-and-technology-in-mathematics-education-at-secondary-level-a-case-of-nairobi-county-kenya
SHEILA, AMUKO "Integrating Information Communication And Technology In Mathematics Education At Secondary Level, A Case Of Nairobi County, Kenya" Afribary. Afribary, 01 Jun. 2021, https://afribary.com/works/integrating-information-communication-and-technology-in-mathematics-education-at-secondary-level-a-case-of-nairobi-county-kenya. Accessed 26 Mar. 2023.
SHEILA, AMUKO . "Integrating Information Communication And Technology In Mathematics Education At Secondary Level, A Case Of Nairobi County, Kenya". Afribary, Afribary, 01 Jun. 2021. Web. 26 Mar. 2023. < https://afribary.com/works/integrating-information-communication-and-technology-in-mathematics-education-at-secondary-level-a-case-of-nairobi-county-kenya >.
SHEILA, AMUKO . "Integrating Information Communication And Technology In Mathematics Education At Secondary Level, A Case Of Nairobi County, Kenya" Afribary (2021). Accessed March 26, 2023. https://afribary.com/works/integrating-information-communication-and-technology-in-mathematics-education-at-secondary-level-a-case-of-nairobi-county-kenya