THE ROLE OF ICT INTEGRATION INTO CLASSROOM IN KENYA. HOW FAR ARE WE?
David Melita Ole Katitia
Aga khan University
Email:[email protected]
Abstract
Information and Communication Technology (ICT) is a principal driver of economic
development and social change worldwide. Nevertheless, technology alone can only be an
enabler, not driver of development. Further, use of Information and Communication Technology
(ICT) in developing countries is seen as an effective way to improve the population’s life and
well-being. In particular, ICT applications on the education system might change the future of
the underdeveloped world fundamentally through the connections to ‘the flat world’ (Friedman
2005). However, there are some challenges which the developing world faces in its efforts to
adopt ICT in the education sector. These challenges are limitations related to cost, internet
access, trained staff and adequate policy. This paper discusses the use of ICTs in education in
developing countries with a focus on Kenya. The paper highlights the use of ICTs in education,
the benefits and roles of ICTs in education, Integration of ICT into classrooms and the far ICT is
being integrated in classrooms in Kenya
Keywords; ICT; Integration; Technology; Education reforms
1
Introduction
Information and communication technology (ICT) has become an important part of most
organizations and businesses these days(Zhang & Aikman, 2007) Computers began to be placed
in schools in the early 1980s,and several research has revealed that ICT will be an important part
of education for the next generation too (Bransford, Brown, & Cocking, 2000). Further Dawes
(2001) is of the view that technologies have potential to support education a cross the curriculum
providing opportunities for communication between teachers and students in ways that have not
been possible before. In addition Wagner et al (2005) note that “ICTs are currently being used
widely to aid education in many developing countries, and it appears that there is increasing
demand for their use in education by policymakers and parents in developing countries…” This
is evident in Kenya where parents both in private and public schools work hard to ensure that
they provide computers to their schools.
Further ICT in education has the potential to be influential in bringing about changes in
ways of teaching. Many studies have been conducted to investigate the role of ICT in educational
reforms(Yusuf & Yusuf, 2009). Accordingly Pelgrum and Law (2003) state that near the end of
the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology) signifying a shift
of focus from computing technology to the capacity to store and retrieve information. This was
followed by the introduction of the term ‘ICT’ (information and communication
technology) around 1992, when e-mail started to become available to the general
public (Pelgrum, W.J., Law, N., 2003).
While defining ICT, Torero and Braun (2006) offered a much broader definition of ICT
which encompasses equipment and services. For them, ICT “includes the computing industry
(hardware, software, networks, the Internet, and related services); electronic data processing and
display (such as photocopiers, cash registers, calculators, and scanners, as well as a myriad of
less well-known machines specifically tailored to production and manufacturing);
telecommunications and related services (such as fixed and cellular telephones, facsimile
machines, instant messaging, teleconferencing, and so on.); and audiovisual equipment and
services (including television, radio, video, DVDs, digital cameras, compact discs, MP3 players,
and so on” Indeed, Information and Communication Technology plays a key role in enhancing
the quality of education. However, successful implementation of ICT requires strategic planning.
2
As Wagner et al (2005) observes, “Research suggests that simply putting computers into schools
is not enough to impact student learning. That said, specific applications of ICT can positively
impact student knowledge, skills and attitudes, as well as teaching practices, school innovation,
and community services”. This has been a trend in most schools in Kenya particularly those in
the rural areas where computer labs have been built and computers procured but hardly do the
use them. This is attributed to the fact that teachers lack skills to integrate ICT into classroom
teaching. This paper provides a literature review on the role of ICT integration in educational
reforms in Kenya.
Roles of ICTs in Education
ICT is increasingly becoming a more and more powerful tool for education and economic
development. Unwin (2009) contends that “ICT can be a catalyst by providing tools which
teachers use to improve teaching and by giving learners access to electronic media that make
concepts clearer and more accessible”. Thus, ICT is used for capacity development and citizen
empowerment. Ultimately, ICT can enhance educational opportunities and outcomes for
students, including students with intellectual disabilities (Anderson, 2009). As much as I agree
with the literature it has always becomes a challenge to most learners as they are not able to
access the computers as some schools could not afford them while others are locked up in
computer labs in schools.
According to Gwang-Jo Kim (2009), ICT in Education can serve the following purposes:
a) Restructuring education system, b) Diversifying teaching-learning methods and practices, c)
Engaging all stakeholders of education and adapt rapidly to changes in society and the
environment, and d) Enhancing education efficiency, effectiveness, and productivity.
Esque (2009) sees three key investment components in long term economic growth. She believes
that: (1) Investment in knowledge leads to sustained economic growth, (2) Knowledge economy
framework, and (3) Educational reforms to build relevant skills.
Song et al (2009) think that ICT in Education has three main goals: (1) Individual development,
(2) Education reform, and (3) Social and Economic growth.
The introduction of ICT in the Kenyan education system would call for a redefinition of
the role of teachers. With ICT, teachers can no longer be “the transmitters of knowledge” but
3
rather “the facilitators” of the learning process. Tinio (2009) notes that “As learning shifts from
the “teacher-centered model” to a “learner-centered model”, the teacher becomes less the sole
voice of authority and more the facilitator, mentor and coach from “sage on stage” to “guide on
the side”. The teacher’s primary task becomes to teach the students how to ask questions and
pose problems, formulate hypotheses, locate information and then critically assess the
information found in relation to the problems posed”. This may be easier said than done because
of the nature of culturally-specific traditions that have characterized teaching and learning
practices for years in the Kenya. In Kenya Teachers often view their role as “provider of
knowledge” and regard students as empty vessels to be filled.
Clearly, classroom practices that simply embellish traditional modes of direct instruction with
ICT tools have been repeatedly labeled as ineffective (LeBaron and McDonough, 2009). ICT
must hence be fully integrated into the curriculum. Lin (2008) cited by LeBaron and
McDonough (2009) describes the integration of ICT across the curriculum as critical to learning
how technology is productively applied in real-life situations.
A holistic transformation in teaching perspective is thus expected from a teacher-centered
strategy of instruction toward student-centeredness. This is achievable but can be hard in the
context of lack of basic school supplies and facilities (textbooks, chairs, computers, and so forth).
Consequently, the key role of ICT for development lies in its ability to handle and communicate
information (Torero and Braun, 2006). It should be noted that there is
convincing evidence of a link between good ICT provision in education and economic growth.
Information and Communication Technology has the potential of helping set higher standards for
the national curriculum in Kenya and, hence, for revamping the whole education system of the
government of Kenya.
Integration of ICTs in Education
ICT integration in schools could be simply viewed as the use of computers in the
teaching and learning process. This view would clearly misjudge the complex nature of the
integration procedure itself. By integrating, we understand combining parts together, so that they
work together to make a whole. The ‘parts to be combined’ include the school context in which
integration is to take place, the technologies provided, the technical skills of teachers, the
4
technical support provided for the installation, maintenance and upgrading of hardware and
software, the pedagogical preferences and skills of teachers, the availability of appropriate
electronic resources and finally, the skills and motivation of students. However, integration has
always been taken to mean to teach students basic computer skills in Kenya.
In addition, ICT Integration could be seen as a whole configuration of events, activities,
contents, and interpersonal processes taking place in the context in which ICT is used. However,
the right conditions need to be in place before the educational benefits of ICT can be fully
harnessed, and a systematic approach is required when integrating ICTs into the education
system and institutions. This fact is often overlooked, and in their eagerness to jump onto the
technology bandwagon, many education systems end up with technologies that are either
unsuitable for their needs or cannot be used optimally due to the lack of adequately trained
personnel (Ng, Miao, & Lee, 2009). This is evident in most schools in kenya where computers
are procured and kept under tight security in the well constructed laboratories as most teachers
and school administrators are not trained and hence could not integrate into classroom
teaching.The vision of the Government of Kenya is to facilitate ICT as a universal tool for
education and training. Further The Ministry of Educations (MOE) mission is to facilitate
effective use of ICT to improve access, learning and administration in delivery education
programmes and services. The principal objective will be to integrate ICT in the delivery of
education and training curricula. ICT equipments are readily available in most of our schools but
little or no intergration that has taken place. The major challenge in respect to this component is
limited digital equipment at virtually all levels of education. While the average access rate is one
computer to 15 students in most of the developed countries, the access rate in Kenya is
approximately one computer to 150 students this could be atributed to lack of important
components like the power in most other schools particularly those in rural areas as well as
having ICT equipments are expensive to other schools and institutions (EMIS, 2005).
Although not exhaustive, the range of ICT that have been used in the delivery of
education to improve access, teaching, learning, and administration includes: Electric Board,
Audio Cassette, Radio for Interactive Radio Instructions (IRI), Video/TV-Learning, Computer,
Integrated ICT infrastructure and Support Application Systems (SAS).These systems are in use,
5
at various degrees, in most parts of Africa (Charp, 1998). This plan envisages use ofthese digital
components to improve access and quality in the delivery of education in Kenya.
In order to achieve this vision and mission of the ministry of education,every educational
institution, teacher, learner and the respective community should be equipped with appropriate
ICT infrastructure, competencies and policies for usage and progress. It calls for recognition of
the fact that ICT provides capabilities and skills needed for a knowledge-based economy. It also
calls for transforming teaching and learning to incorporate new pedagogies that are appropriate
for the 21st century. Therefore for it to be possible teachers need to be empowered to enable
them integrate ICT into their classroom teaching. This has never been the reality as many
teachers are not trained on ICTs and many schools end up hiring ICT experts who have no
knowledge on ICT integration.
Several models and frameworks have been formulated to provide a better understanding
of the ICT integration process, to evaluate the positive effects of technology on learning, or to
investigate the kind of enhanced learning environment that technology provides in the classroom.
Pelgrum (2003) identified five key dimensions that should be addressed when considering ICT
Integration in education. These comprise the curriculum, the ICT Infrastructure, the staff
development and support, the organisational change and leadership, and the National educational
policies and ICT implementation strategies.
According to the Sessional Paper No. 1 of 2005 and the KESSP document, outlined
introduction of information and communication technologies (ICT) educational priorities, their
integration into education and the associated financial investments, which has also resulted in the
need to monitor these developments, using reliable and valid indicators. It is believed that the use
of ICT in education can increase access to learning opportunities. But, lack of reliable, quality
data, in addition to the absence of standardized guidelines for establishing relevant and
comparable indicators, hinder policymakers in making informed decisions or in demonstrating
greater commitment to integrating ICT into education systems.
6
ICTs in developing Countries
Developing country is a term generally used to describe a nation with a low level of
material wellbeing. There is no single internationally-recognised definition of a developed
country, and the levels of development may vary widely within so-called developing countries
(UNSTATS, 2010), with some having high average standards of living. According to the United
Nations Statistical Division, the designations "developed" and "developing" are intended for
statistical convenience, and do not necessarily express a judgment about the stage reached by a
particular country or area in the development process. In this view, we have at one end the
developed nations – countries that have a high level of development according to some criteria.
Economic criteria have tended to dominate discussions. One such criterion is income per capita;
countries with high Gross Domestic Product (GDP) per capita would thus be described as
developed countries. Another economic criterion is industrialization; countries in which the
tertiary and quaternary sectors of industry dominate would thus be described as developed.
According to Jhurree (2005), this might imply that the former countries now possess a
wealth of knowledge, skills, expertise, and the competitive edge that most of the latter
countries do not possess. On the other hand, as Jhurree (2005) suggests, the latter
countries can gain a lot from the expertise of their advanced counterparts.
According to a study undertaken by Kozma and Anderson (2002), both developed and
developing countries are beginning to use their investment in ICTs to reform education.
Moreover, Hepp, Hinostroza, Laval and Rehbein (2004) claim that developing countries have
become anxious about the widening gap between their reality and the aggressive ICT policies of
some developed countries. Consequently, there is a more urgent need to improve the quality and
equity of education to bridge the gap between developed and developing nations, and ICTs are
perceived as necessary tools for this purpose (Hepp, K., Hinostroza, S., Laval, M., Rehbein, F., 2004).
7
The case of Kenya
Since the establishment of the Republic of Kenya in 1963, the Kenyan society has been
going through an enormous transformation, involving social, cultural, intellectual, economic and
structural dimensions. Kenya has made remarkable progress putting in place an ICT policy
framework and implementation strategy, complete with measurable outcomes and time frames.
The process has had the benefit of sound advice from officials and stakeholders and, perhaps
more important is the fact that Kenya promulgated a National ICT Policy in January 2006 that
aims to “improve the livelihoods of Kenyans by ensuring the availability of accessible, efficient,
reliable and affordable ICT services.”The national policy has several sections, including
information technology, broadcasting, telecommunications, and postal services. However, it is
the section on information technology that sets out the objectives and strategies pertaining to ICT
and education. The relevant objective in this section states that government will encourage “…
the use of ICT in schools, colleges, universities and other educational institutions in the country
so as to improve the quality of teaching and learning.” The related strategies, under the heading
“E-Learning,” are to:
• Promote the development of e-learning resources.
• Facilitate public-private partnerships to mobilize resources in order to support e-learning
initiatives
• Promote the development of an integrated e-learning curriculum to support ICT in
education
• Promote distance education and virtual institutions, particularly in higher education
and training
• Promote the establishment of a national ICT centre of excellence
• Provide affordable infrastructure to facilitate dissemination of knowledge and skill
through e-learning platforms
• Promote the development of content to address the educational needs of primary,
secondary, and tertiary institutions
• Create awareness of the opportunities offered by ICT as an educational tool to the
8
education sector
• Facilitate sharing of e-learning resources between institutions
• Exploit e-learning opportunities to offer Kenyan education programmes for export
• Integrate e-learning resources with other existing resources.
However, universal implementation is challenging given the lack of resources, national
ICT infrastructure, and even electrical supply particularly in the rural areas. Kenya has placed
considerable emphasis on the importance of ICT in its Education Sector Support Programme as
evidenced in the recent promulgation of the National ICT Strategy for Education and Training.
The Ministry of Education has taken steps to support the implementation of the strategy
either by direct action or through the various institutions and agencies with which it works. In
addition, there are many other organizations not involved directly with the Ministry of Education
that continue to be active in implementing and supporting projects involving ICT in education.
Similarly, large numbers of schools in many countries have access to the Internet unlike in
Kenya where a very small number of schools have internet access. For example, approximately
85% of the schools in Canada and Denmark had access to the Internet in 1999. About 78% of the
schools in Norway did. But only about 30% of the schools in China Hong Kong and Hungary
had Internet access in 1999.
How Far are we in integrating ICT into classroom?
Introducing technology into schools is largely dependent upon the availability and
accessibility of ICT resources (e.g. hardware, software and communications
infrastructure).Though many schools in Kenya particularly those in Urban areas have been able
to achieve this, a large number of schools particularly those in rural areas have been unable to
have the resources. This could be due to poverty or even because resources like power is not
available. Clearly if technology cannot be accessed by the teacher, as in so many educational
settings in Kenya, then it will not be used. It is evident that state funding for such resources is
scarce, and that literature on developing use of ICT to enhance teaching and learning in East
African schools shows that while the process has previously been painfully slow (Liverpool,
2002), the situation has been improving in the last few years. Schools are increasingly being
equipped with computers for teaching, learning and administrative purposes, connectivity is
9
improving and students are enthusiastic about using computers for learning, despite the lack of
equipment available. Nevertheless, access and usage of ICT, like the electricity supply itself,
remain rather sporadic.
In Kenya and by large in the African continent, there is an emphasis on teaching basic skills for
software use and information gathering instead of real integration of ICTs into classroom,
whereas research indicates that integrating ICT into classroom learning is far more effective for
students. The skills emphasis is reinforced by the lack of technology located in classrooms and a
corresponding concentration on purpose-built computer labs. This is a model that countries like
the UK, with a high penetration of ICT in schools, are now abandoning (Hennessy, Harrison &
Wamakote 2010 )
ICT integration in Kenya has been a challenge as there are predominantly ICT literacy related
factors and confidence among teachers, and education of subject teachers to assist them in
integrating ICT into learning areas.
Major issues and challenges from developing nations
Several issues have been raised from literature pertaining to the adoption of ICT in
schools in developing countries. Well-known issues relate to financial constraints, whereby low-
income developing countries, such as those in Sub-Saharan Africa, have obvious difficulties in
escaping from the low-income, low-technology equilibrium to enter into the ICT realm (LEE,
2001) Addo, (2001) and the lack of human capacity. LEE questionably states that “even if free
computers and free Internet access are available, they are useless to those individuals who are
illiterate or lack the know-how. The application of ICT technologies requires human capabilities
to handle such technologies”. 20 Apart from these known issues, the use of ICTs in education in
developing countries is facing additional questions and challenges. These include:
The rush to adopt the new technology in education: Developing countries often find
themselves in situations where there is pressure to acquire and adopt new technologies because
10
of the claims of what these technologies could do to aid and leapfrog their development, without
really understanding the potential and reach of the technologies, or without having analysed their
environments and contexts for appropriateness, applicability and impact (Swarts).
The Focus on technology: More often than not, computers are installed in schools around the
world without sufficient thought being given to how these computers will be used (Hawkins,
2002). Discussions and planning for ICTs in education are driven by a technological imperative
with little thought being given to the wider educational context within which the technology is to
be used. The appropriateness of the technology for the purpose is often overlooked in the rush to
acquire this technology.
Technology-generated learning: This widespread notion may lead to a lot of wasted money,
with technologies put into schools being either unused or poorly used (Swarts). For the new
technologies to actually contribute to learning, much more thought needs to be put into the issues
of pedagogy, curriculum, professional development of teachers, software, maintenance,
scheduling, and other issues. Moreover, as Pelgrum suggests, a strongly ICT infrastructure-led
development plan may lead to the wastage of valuable resources if the teachers and principals are
not prepared, or if the understanding of the purpose is merely a technological one, such that the
impact of the introduction of technology becomes rather limited (Pelgrum & Law, 2003).
Taking into account informal learning: Students, even in developing countries have
considerable skills in the manipulation of new technologies, sometimes more so than their
teachers (Swarts). Research findings seem to indicate that informal contact and communication
is the most prevalent form of transferring ICT knowledge (Pelgrum & Law, 2003).
Technology not replacing traditional classrooms: Fears, anxiety, and concern that teachers
have about change must be addressed. Using technology as a teaching and learning tool in the
classroom does bring fear, anxiety and concern to a greater extent since it involves both changes
in classroom procedures and the use of the often-unfamiliar technologies (Bitner & Bitner,
2002). Knowledge is expanding rapidly, and most of it is available to teachers and 21
students at the same time. This puts an unavoidable burden on teachers to continue updating their
11
knowledge and exposing themselves to modern channels of information. Most teachers now have
to learn how to cope with the new technologies in their classrooms, how to compete with
students in accessing the enormous body of information (particularly via the internet), and how
to use the hardware and software to enhance the teaching and learning process.
Frequently, students are more advanced in, and adept at using, the new technologies than their
teachers (Swarts).
Technology and content: Content development is a critical area that is too often overlooked.
The lack of culturally appropriate educational content, particularly for developing countries,
poses challenges. Cultural differences affect learners’ ability to fully understand and benefit from
the lessons and their intended learning outcomes. It is, therefore, clear that content produced in
one context cannot be adopted without some modification into another context. The bulk of
existing ICT-based educational material is likely to be in English, and thus of little relevance to
education in developing countries (especially at the primary and secondary levels) (Tinio, 2003).
Conclusions
Information and communication technologies offer veritable tool for ensuring the
success of the educational reform programmes of the Kenyan Government. The value of ICT is
globally recognized. However, there is a big gap in ICT skills between average Kenyan student
and teaching staff and students and teaching staff of comparable economies around the world
which is similar to Nigeria and other developing countries (Aniebonam, 2007). The government
and individuals need to address this technology gap so that kenyan citizens can compare globally
with others. It is clear that Kenya, as a nation, and Kenyans, as citizens, are never in want of
policy, but always go short of policy implementation. The potentials for information and
communication technologies should be exploited to ensure the success of educational reforms.
12
References
Bakia, M. (2002,). The Costs of computers in Classrooms: Data from developing countries.
TechKnowLogia .
Balanskat, A. & Blamire, R. (2007). ICT in Schools: Trends, Innovations and Issues in 2006-
2007. European SchoolNet.
Bitner, N. & Bitner, J. (2002). Integrating Technology into the Classroom: Eight Keys to
Success. Journal of Technology and Teacher Education (2002) 10(1) , 95-100.
Bransford, J. D.; Brown, A. L. & Cocking, R. R. (2000). How People Learn: Brain, Mind,
Experience, and School Committee on Developments in the Science of Learning.
Washington DC: National Academy Press.
Ezer, J. F. (2005) "Interplay of Institutional Forces behind Higher ICT Education inIndia". Department of Information Systems. London, London School of Economicsand Political Science.
Hawkins, R. J. (2002). The Global Information Technology Report 2001-2002. New York -
Oxford: Oxford University Press.
Hepp, K. P., Hinostroza, S.E., Laval, M.E., Rehbein, L. F. (2004) "Technology inSchools: Education, ICT and the Knowledge Society" OECD. Retrieved
on December 20, 2011 from: www.worldbank.org/education/pdf/ICT_report_oct04a.pdf.
ITU . (2009). Information Society Statistical Profiles 2009: Africa. Addis ababa: ITU-D.
Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to
policy makers. International Education Journal , 467-483.
. Khan, A. W. (2008, 09 08). UNESCO's Abdul Waheed Khan: ICT to shape the future of
education and learning. Retrieved June 4, 2009, from UNESCO.ORG:
http://portal.unesco.org/ci/en/ev.php-
Kozma, R. B. (2008). Comparative Analysis of Policies for ICT in Education. Internatonal
Handbook on Information Technology in Education , 1083-1087.
Kozma, R. (2002) "ICT and Educational Reform in Developed and Developing13
Countries". Retrieved January 16, 2012 from
http://download.intel.com/education/wsis/ICT_Education_Reform_Economic_Growt
h.pdf.
Kozma , R. (2005) "National Policies that Connect ICT-Based Education reform to
Economic and Social Development" Human Technology, 5(4): 358-367.Retrieved from: www.humantechnology.jyu.fi/
current/abstracts/kozma05.html.
Kozma, R., Anderson, R.E. (2002) "Qualitative Case Studies of InnovativePedagogical Practices Using ICT". Journal of Computer Assisted
Learning 18: 387-394.
Lary, C.; Heather, K. & Peck, C. (2001). High Access and Low use of Technologies in High
School Classrooms: Explaining an Apparent Paradox. American Education Research
Journal , 813-34.
LEE, J.-W. (2001). Education for Technology Readiness: Prospects for Developing Countries.
Journal of Human Development, Vol. 2, No. 1 , 127-130.
Levine, J. (1998). “Planning Strategically for Technology Integration” [Conference
proceedings]. Association for the Advancement of Computing in Education.
Retrieved on January 17, 2012 from http://www.coe.uh.edu/insite/elec_pub/HTML1998/el_levi.htm.
Noor, K. B. (2008). Case Study: a strategic research methodology. American Journal of Applied
Sciences 5(11) , 1602 - 1604.
Papert, S. (1997) "The Connected Family, Bridging the Digital Generation Gap"
UK, Long Street Press.
Pelgrum, W. J., Law, N. (2003) "ICT in Education around the World: Trends,Problems and Prospects" UNESCO- International Institute for
Educational Planning.Retrieved on 17/1/2006 from
14
http://www.worldcatlibraries.org/wcpa/ow/02d077080fcf3210a19afeb4da09e526.ht
ml.Pelgrum, W. J. & Law, N. (2003). ICT in education around the world: trends, problems and
prospects. In U. I. Planning, Fundamentals of Education Planning. Paris: UNESCO.
Swarts, P. (n.d.). Perspectives on ICT4E in the Developing world. Retrieved Nov 10, 2009, from
www.gesci.org: http://www.gesci.org/old/files/docman/Perspectives-developing-
world.pdf
Tinio, V. L. (2003). ICT in education. E-Primers for information economy,society and policy.
Retrieved July 20, 2009, from http://www.eprimers.org:
http://www.eprimers.org/ict/page2.asp
Tondeur, J.; Valcke, M. & van Braak, J. (2007). Curricula and the use of ICT in education.
British Journal of Educational Technology , 962-975.
Toure, T. M. Tchombe, & T. Karsenti, ICT and Changing Mindset In Education. Bamenda:
ROCARE.
Wagner, D., Kozma, R. (2003) "New Technologies for Literacy and Adult Education:
A Global Perspective" The Education for All Initiative, World Summit on the
Information Society, and Leave No Child Behind. UNESCO- International Institute
for Educational Planning. Retrieved on February 1, 2006http://www.literacyonline.org/products/wagner_kozma.pdf.
Yin, K. R. (2009). Case Study Research Design and Methods, 4th Ed. Thousand Oaks: Sage.
Yin, K. R. (2004). The Case Study Anthology. Thousand Oaks, CA: Sage. 127
AUTHORS PROFILE.
15
Katitia Melita ([email protected] )
Mr. Katitia successfully studied M.Ed in Educational Leadership and Management at Aga Khan
University-Institute of Educational Development, Eastern Africa, B.Ed (Arts) University of
Nairobi, P1 certificate at Kericho teachers training college. He aspires to pursue a higher
research degree at PhD level. Currently, Katitia is a Chief administrative officer at the Teachers
service commission (TSC) His research interests include Teacher Education, Educational
leadership and management and ICT integration in Education. He has published a book
“Stakeholders perceptions of the Head teacher’s role in teaching and learning, a case of a public
primary school in Kenya.” He started his professional life as a Primary school teacher in Eroret
primary school in Magadi, he served as a head of a school in Leshuta primary school before
moving to Ilbissil girls secondary school. His main contributions in school teaching include
facilitation of exemplary students’ performance in national examinations and co-curricular
activities like music and Drama and chairing teachers’ welfare committee to promote collegiality
in the school.
16
Top Related