MODULE 5: LEADERSHIP AND MANAGEMENT OF ICT INTEGRATION IN

EDUCATION
UNIT 1: INTRODUCTION TO INFORMATION AND COMMUNICATION
TECHNOLOGY IN EDUCATION
Definition of ICT Terminologies
• ICT: This is a tool in form of hardware such as computers, digital cameras; or software
such as Excel, discussion forums, or both.
- ICT mainly refers to various resources presented on the computer.
• ICT integration: use of technology to support curriculum implementation
• Computer: is a electronic device that stores retrieve, and processes data.
• Computer Hardware: This refers to all the physical components of a computer;
Keyboard, mouse, motherboard, monitor, hard disk, cables, and printer.
• Computer Software: programs which process instructions to give the output; operating
system,
• Computer Programs: programs allow you to perform tasks such as writing letters, doing
calculations, or sending e-mail messages; operating system and Microsoft® Office Word
• Computer applications: program designed to provide the skills needed in the use of
application software on a computer; office productivity software, desktop publishing, etc.
• Networks: computer can be connected to other computers to share information and
hardware components. Networks are used to share data and devices such as printers.
• Internet: worldwide collection of public networks that are linked to each other for
information exchange.
• Internet Service Provider (ISP): company that provides Internet connectivity to
individuals, businesses, and organizations
• User interface: Visual part of a computer application through which a user interacts with
a computer or software.

Concept of ICT integration in Education

• Aim of ICTs to promote the acquisition of 21st Century skills and a shift towards a
learner–centered environment.
• Use of ICTs to enhance the attainment of learning outcomes and competencies, namely,
knowledge, skills, attitudes and values. (KICD, 2019)
• Technology is best integrated when it is used in a seamless manner to support and extend
curriculum objectives, and also engage students in meaningful learning.
• It is part of the daily activities taking place in the classroom.

Importance of ICT in education

• Improving the quality of education and training at this time of educational expansion.
• Expand access to education. Through ICT, learning can occur anytime and anywhere.
• Enhance the quality of education in several ways: by increasing learner motivation and
engagement, facilitating the acquisition of basic skills, and enhancing teacher training.
• Transformational tools; can promote the shift to a learner-centred environment.
• ICTs such as videos, sound, and moving images can be used to provide challenging and
authentic content that will engage the student in the learning process
• Online learning resources are always available and through the application of
teleconferencing classrooms, both learner and teacher interact with ease and convenience.
 • Based on ICT, learning and teaching no longer depend exclusively on printed materials.
• abundant resources on the Internet, knowledge can be acquired through video clips, audio
• The ICTs for efficiency in teaching and learning; and supporting in administrative duties.
Below are the benefits of ICT integration in teaching and learning:
E-learning or Online Learning:
• open opportunities for schools to ensure that students have access to curriculum materials
whilst in the classroom
• Allows students outside the classroom such as at home or even in hospitals can learn.
• ICT brings inclusion: students in the classroom can all learn from the curriculum
material. Students with special needs have access to essential and special ICT tools
• ICT promotes higher-order thinking skills: The effective use of ICT demands skills
such as explaining and justifying the use of ICT in producing solutions to problems.
• ICT enhances subject learning: It is well known these days that the use of ICT in
education adds a lot of value to key learning areas like literacy and numeracy.
• ICT use develops ICT literacy and ICT Capability: The best way to develop ICT
capability is to provide them with meaningful activities,
• ICT use encourages collaboration: ICT brings children together where they can talk
and discuss what they are doing for their work developing communication
• ICT use motivates learning: Children are fascinated with technology, it encourages and
motivates them to learn in the classroom.
• ICT in education improves engagement and knowledge retention: students become
more engaged in their work. Enjoy learning this results in the retention of knowledge.
• ICT use allows for effective Differentiation Instruction with technology:
• ICT integration is a key part of the national curriculum: The integration of digital
technologies or ICT is a significant part of the curriculum.
• We live in a “knowledge economy": ICT has permeated all sectors of our economy;
health, education, environment and manufacturing.

Activity
Research results indicate that a respectable number of educators hold a negative attitude
towards ICT integration, exhibiting negative reactions to computers ranging from ―mild
discomfort to extreme avoidance (Todman, 2000, p. 27).
• Discuss the possible reasons for this phenomenon and how it can be resolved.

Computer Basics
• ICT integration entails use of computing devices such as computers, laptops, smart
phones among other ICT tools.
• Effective integration of ICT requires you to have some basic knowledge and skills on
how computers work.

Types of computers
• General-purpose computer: A computer capable of performing many different tasks;
read web page, browse the Internet, play a game in a word processor, and do other tasks.
• Special-purpose computer: Computers embedded in almost all electronic devices and
designed for a specific task and is found in ATMs, cars, microwaves, TVs, etc
• Specialized computer: A computer designed only to perform one or a few different
tasks. ; Gaming consoles (play stations). Smart TVs, Set-top boxes.
• Desktop Computer: made up of individual components, such as a monitor, a keyboard, a
system unit, and a printer.
• Laptop Computer: lightweight personal computers, designed for travel.
• Handheld Computers: smaller than laptops and provide fewer features compared to
desktop computers or laptops. Work as cellular phones or digital cameras.
• Tablet Computers: fully functional computers that allow you to write directly on the
screen by using a tablet pen.
• Smartphone: mobile phone that performs many of the functions of a personal computer.

Components of a computer

• Input devices: we use input devices to provide information to a computer ;-

- Mouse: A device that you use to interact with items displayed on the computer screen
- Keyboard: used to type text, such as letters or numbers into the computer.
- Microphone: use to talk to people in different parts of the world.
- Scanner: used to transfer exact copy of a photograph or document onto a computer.
- Webcam: allows you to capture and send live pictures to the other user.
• Output devices; used to get feedback from a computer after it performs a task ;-
- Monitor: used to display information, such as text and graphics, on the computer.
- Printer: A device that you use to transfer text and images from a computer to paper
- Speaker/headphone: allow you to hear sounds, (can be external or inbuilt)
Central processing unit:
• Interprets and runs the commands that you give to the computer.
• It is the control unit of a computer. The CPU is also referred to as the processor.
• CPU contains system memory which is the place where the computer holds current
programs and data that are in use.
Levels of computer memory including;
Random Access Memory (RAM):
• It is the main memory and allows you to temporarily store commands and data.
• This means that it only holds data while power is present.
• Allows programs to run. The more RAM that a computer has, the faster programs will
run.
• Having more RAM also allows the user to run more programs concurrently.
Read-Only Memory (ROM):
• It is the memory that retains its contents even after the computer is turned off.
• ROM is always found on motherboards but is increasingly found on graphics cards and
some other expansion cards and peripherals.
Motherboard:
• The main circuit board inside the computer.
• Connects input, output, and processing devices together and tells the CPU how to run.
Storage Devices:
- Hard Disk: A magnetic disk is an internal device that is usually the main storage device
- CD-ROM: A portable storage medium that allows you to store data
• DVD-ROM: similar to a CD-ROM; but can store larger amounts of data CD-ROM.
• External hard disks: hard drive connected to a computer and used for sharing large files
• USB Flash drive data storage device e.g. flash memory with integrated USB interface.
• Memory cards: storage device that is used for storing media and data files. Commonly
used in small, portable devices, such as cameras and phones.
Computer Operating System (OS)
• Controls how programs work with each other and how they interact with the computer
hardware.
• Creates a file system that determines how your data is stored within a storage device;
Windows, Linux, Mac, Android (for mobile phones).
Functions of the computer operating system
• It manages and controls the hardware connected to a computer.
• It helps other programs running on a computer to use the hardware.
• It helps you organize and manage files and folders on the computer.
• It provides a user interface that allows you to interact with the hardware, the operating
system itself, and other programs.
The operating system performs the following basic tasks:

Computer Networks
• For computers to be able to share data, they must be connected through a network.
• Computer networks are groups of interconnected computers.
• Used for file transfer, email and sharing resources such as hard disks or printers.

Local Area Networks (LANs):

• They allow the computers attached to the network to share devices such as printers, store
or recall data from central hard disks, and access programs that can be used by many
people at the same time such as databases.
• In a school setting, LANS can be used in connecting administration and departmental
offices for easy access of necessary files
Wireless Local Area Networks (WLAN).
• It is a wireless connection that connects two or more devices in LAN. Using access points
and routers to make a connection between devices.
• Wi-Fi is an example of WLAN
Wide Area Networks (WANs)
• Network that spans relatively large geographical areas. Via a telecommunication system.
• WANs facilitate communication and sharing of information among institutions such as
banks that are located in different geographical location.

ICT Tools for Learning

• The technologies used to get information created, stored, processed, transmitted,
displayed and shared is in digital form and through electronic media. e.g.
• Radio and television, cellular phones, computer, satellite systems video conferencing

Factors to consider while selecting ICT tools

1. The ICT tool should be educational:
- Be related to learning outcomes
- Suitable for the content and leaning activities
2. Availability of the tool: Cost and ease of reach
3. Multisensory: Allow learners to learn through all senses
4. Attractiveness: Be able to attract attention of the learner
5. Cost: Be affordable to all learners
6. Should encourage collaboration: provides a better cognitive challenge for learners
7. The ICT tool should support integration: make the curriculum relevant to the learners.
8. Provide motivation to discover more: ensure learners engage and interact more
9. The ICT tool should leave the learner in control: should not control the learner’s
interaction through programmed learning.
10. The ICT tool should be transparent and intuitive: the tool should complete each clearly
defined task in a single operation.
Activity
i. Identify a sub-strand/topic from one of your teaching areas/subjects
ii. Identify ICT tool that you can use to enhance learning of the sub-strand/topic

Assistive and Adaptive Technologies

• Assistive technology; equipment, used to improve functional capabilities of individuals
with disabilities”,
• Adaptive technology; items that are specifically designed for persons with disabilities
and would seldom be used by non-disabledpersons.
• Assistive technology objects that increases the capabilities of people with disabilities,”
- Adaptive technology is any object or system that is specifically designed for the purpose
of increasing or maintaining the capabilities of persons with disabilities.
• Consequently, adaptive technology is a subset of assistive technology.
• Adaptive technology refers specifically to electronic and information technology access.
Assistive Technology tools
• In education any hardware, software of technical components that enhance the capacity
for all learners to engage effectively with the curriculum and their learning environment.
• Support teachers to provide teaching and learning that is accessible to all learners.
• Assistive technology supports learners with diverse learning needs within an inclusive
learning environment by:
o Delivering information to learners in a way that is more appropriate to their needs
o Changing the way a learner can interact with the curriculum and their
environment
o Providing a more accessible way for learners to demonstrate their knowledge and
understanding of the curriculum.
• Assistive technology can help learners with certain disabilities learn more effectively.
Examples of assistive technology tools;
a) Screen readers: Software used by blind or visually impaired people to read the content
of the computer screen; JAWS for Windows, NVDA, or Voiceover for Mac.
b) Screen magnification software: Allow users to control the size of text and or graphics
on the screen; - handheld magnifier over the screen.
c) Text readers: software that read text with a synthesized voice
d) Speech input software: Provides people with difficulty in typing an alternate way to
type text and also control the computer.
Alternative input devices:
- Head pointers: A stick mounted directly on the user’s head that can be used to push keys
on the keyboard. This device is used by individuals who have no use of their hands.
- Motion tracking or eye tracking: devices that watch the eyes of the user to interpret
where the user wants to place the mouse pointer and moves it for the user.
- Single switch entry devices: These kinds of devices can be used with other alternative
input devices or by themselves.
- Braille and Braille Embossers: system of raised dots formed into units called braille
cells.
- Large-print and tactile keyboards: A large-print keyboard has large letters printed on
the keys.
 - Amplified telephone equipment: allows users to amplify the volume and clarity of their
phone calls so that they can easily partake in this medium of communication.
- Alternative mouse for learners who have difficulty using a regular mouse (for example
trackball, joystick, smaller mouse).
- Alternative and augmentative communication (AAC) systems for learners with
complex communication needs (speech-generating device, a com app for tablet devices).
- Literacy support software for learners where written information is a barrier to their
learning and engagement (for example text to speech, speech to text, word prediction).
- Visual supports to learners with low vision (for example software that magnifies text,
graphic organiser, visual timetable).

Multimedia Applications
• Interactive software that combines several types of media at once to convey information
to an audience.
- Different types of media that can be used include:
– Text
– Images (photographs, illustrations)
– Audio (music, sounds)
– Video
– Animation
• Multimedia authoring; The process of combining different types of media (including
video, text and audio) to create an application and convey information to an audience.
Common elements of multimedia authoring

Programs used for developing multimedia resources:

• Authoring tools usually enable you to create a final application merely by linking
together objects, such as a paragraph of text, an illustration, or a song.
• Text Editor: program used for editing plain text files. features:- cut, copy and paste
• Text formatting: program for editing bitmap images. features ; Selection, Layers, Image
size alteration, Crop, Undo and redo, Data transformation
• Image Editor: program for editing bitmap images. Common features include; selection,
layers, image size alteration, crop
• Drawing program: program that allows users to compose and edit vector graphics
images interactively on the computer screen.
• Computer animation: can be created with an animation software.
• Wave Editing Program: application for audio editing, i.e. manipulating digital audio.
They allow the user to do the following:
o Record audio and store as digital audio
o Mix multiple sound sources/tracks
o Apply simple or advanced effects or filters
o Conversion between different audio file formats, sound quality levels
• Video editing programs: software for editing of video sequences on a computer.
Features include; splitting, add background sound, transition, crop, title, special effect
Benefits of using multi-media applications
i. Creativity: It brings more life to discussions.
ii. Evaluation: It offers ideal learning assessment tools which are also entertaining
iii. User-friendly interface: they make the user's interaction with them intuitive.
iv. Meaningful and ease of use: easier to use. Users learn, discover do more with it.
v. Interactivity: allows the user to control, and manipulate a variety of media types,
such as text, computer graphics, audio and video materials, as well as animation
vi. Self-paced interaction: Cultivates interaction between the learner and the
learning content and the content with the learner.
vii. Cost-effectiveness with greater efficiency: most of them requires a one-time
purchase of devices and software, which can be used unlimited times thereafter.

Disadvantage of using multi-media applications

• Accessibility: requires electricity to be operated, which may not be accessible in areas.
• Distracting: takes away the focus from the lesson due to its attention-grabbing formats.
• Costly: its production is costly because it is made up of more than one medium.
• Time Consuming: Creating multimedia requires time.
• Limited Support/Compatibility: There is a wide variety of gadget models which
arouses incompatibilities of media formats.

UNIT 2: COMPUTER APPLICATION PROGRAMS

Word processors
• A word processor is a program that allows one to write, edit and produce documents such
as letters, reports, and books through the use of a computer program
• It has tools for inserting graphics, charts and tables into documents under development.
• Industry-standard word processing software packages include Microsoft Word, Corel
WordPerfect, WPS writer.
Benefits of a word processing program
• Spelling and grammar tools
• Cut and paste features
• Page formatting features
• Character formatting features
• Text alignment features
• Sorting facilities among others.

Activity:
Step 1: Create a lesson plan in a learning area of your choice using a word processor
Step 2: Create a subfolder called “Courseactivities” on the desktop and save your lesson
plan.
Step 3: Share your lesson plan through email or WhatsApp to five participants of your choice
taking this course for peer assessment. (The peers are expected to go through the lesson and
give their feedback aimed at adding value to the draft lesson plan and send the reviewed
lesson to their owners).
Step 4: Create a folder named “Peerfeedback” on your desktop. Download the reviewed
lesson and save them in the folder titled “Peerfeedback”.
Step 5: Go through the peer-reviewed lesson plans and review your initial lesson plan based
on your peers’ feedback.

Spreadsheets
• Spreadsheets are mainly used to organize and analyze data
• It has inbuilt features and tools such as functions, formulas, charts and data analysis tools
used to organize, analyze and store large amounts of data.
Features of a spreadsheet package
• Formulas to perform different types of Mathematical calculations and expressions
• Editing facilities with auto text
• Cut and paste features
• Page formatting features
• Character styling features
• Text alignment features among others.
Activity
• Step 1: Key in marks of your learners in five (5) learning areas or subjects.
• Step 2. Get the total marks for each learner using a relevant formula.
• Step 3. Name your file as “spreadsheet” and save it in the folder named “Courseactivities”.
• Step 4: Share your spreadsheet with five (5) of your peers. Encourage them to review it and
give constructive feedback citing how it can be improved and then send it back to you.
• Step 5: Download the reviewed worksheets and improve on your initial worksheet based on
the peers’ feedback.

Presentation Packages
• Program that helps you to create visual presentations and incorporate a variety of media,
such as text, graphics, charts, and video, into a single presentation.
• The program displays information within the slides prepared.
Major functions:
- Allows text to be inserted and formatted,
- manipulating graphic images,
 - Slide-show system to display the content.
• presentation program include ; Microsoft PowerPoint, Apple Keynote, Google slides
Qualities of a good presentation
• Quality fonts: This improves readability speed so it is suitable for texts of sentences.
• Design: Keep it composed and analyzable, clean, bullet your lists, and consistent fonts,
• Keywords: Use the only key information
• Slide transitions: Moderate use of animations and sound effects
• Images: Only use high-quality images.

Activity
Step 1: Create a slide presentation using the final lesson plan in the folder named
“Courseactivities”.
Step 2: Create and save your presentation as “mylessonpresentation”
Step 3: Share your presentation with at least three (3) participants of your choice.

There are two main types of computerized databases:

• Flat file: All data is simply stored in one table and can be accessed from this single table.
• Relational: Data can be shared with other multiple tables in the same database.

Database Programs
• Data;- factual information about objects and concepts, such as measurements, statistics
• A database is a storage space for content/information (data).
• A table is the primary unit of physical storage for data in a database.
• A Database Management System (DBMS);- collection of programs that enables users to
create and maintain a database. It defines, creates and maintains a database.

Functions of a database
• Define a particular database in terms of its data types, structures, and constraints
• Constructor Load the initial database contents on a secondary storage medium
• Manipulate the database: Through Retrieval: Querying, generating reports;
• Modification: Insertions, deletions and updates its content; and Accessing the database
through Web applications.
• Share a database allows multiple users/programs to access the database simultaneously

Characteristics of a computer database

• Flexible: allow easy updating, presentation and reporting of data
• Retrieve and Store: easy retrieving and analysing the stored information
• Large Data: Are designed to handle large amounts of data efficiently
• Processing Data: Can perform many processes very quickly, such as sorting records
• Complex Relationships: accurately maintain complex relationships between different
groups of data
 • Sharing Data: Data can be stored once and accessed by many different people.
Activity
• Identify different types of data that a school is supposed to handle.
• Discuss benefits of using data base programs for data management

Desktop publishing (DTP)

• Publishing;- process of producing publications that have the special text and graphical
layouts and designs.e.g. cards, pamphlets, pictures, calendars, certificates
• Desktop publishing;- process of producing publications by designing their text and
graphics layout using special desktop publishing software installed on computers.
Examples of desktop publishers include the following:
• Adobe Photoshop - mainly used for editing & formatting photographs
• Adobe illustrator - used for creating complex freehand artwork such as drawings & logos
• CorelDraw
• Microsoft Publisher.

Activity
Follow the following steps to develop a funds drive card
• Step one: Visit your browser and search for an appropriate search engine.
• Step two: Search for steps to be followed while developing a card using the DTP program
installed in your computing device. Document the steps in your notebook.
• Step three: Follow the steps documented to design your card. Share the developed design
with your peers and encourage them to review your designed card and give constructive
feedback.
• Step four: Review the designed card based on your peers’ feedback. Finalise on the card
and print.

Cloud Productivity Tools

• Leading cloud productivity tools used for education are Office 365 and G- Suite for
Education.
• In the G-suite we have Google Docs, Google Sheets, Google slides among others which
offer a cutting-edge level of communication and collaboration.

Activity
• Step 1: Launch Google sheets from G -Suite and prepare a mark sheet for your learners.
• Step 2: Insert a totals column and an average column and compute the same for all learners.
• Step 3: Share your sheet with at least two (2) peers and allow them to critique your work by
giving some constructive feedback.
• Step 4: Improve the contents of your work based on the feedback received from your peers.

UNI T 3 INTERNET AND ONLINE LEARNING RESOURCES

Internet
• Refers to a globally connected network system which facilitates worldwide
communication and access to data resources through a vast collection networks.
• Global computer network providing a variety of information and communication
facilities, consisting of interconnected networks using standardized communication
protocols.
Terminologies associated with the internet:

Benefits of the internet

1. Cost Effective and Affordable Education
Improves the quality of education, provides education through Videos (like YouTube tutorial
videos) and web tutorials which is affordable to everyone and cost-effective.
2. Student – Teacher and Peer Interaction
Allowes students to be in constant touch with their teachers or with other fellow classmates
3. Effective Teaching and Learning Tool
Teachers can post their teaching materials (notes and videos) use of animation, PowerPoint
making learning process becomes interesting and diverse
4. Easy Access to Quality Education
Learners can easily access quality education materials online. Teachers can also use the
internet to provide students with extra study material and resources
5. Interaction with Digital Media
 Digital bulletin boards allow displaying of education resources e.g. videos and audios
6. Keeping you updated with Latest Information
There is a huge amount of information available for every subject. It keeps us up to date with
the latest information regarding the subjects in which we are interested.
7. Learning with Multimedia
Helps simplify the knowledge, helps to visualize what is being taught by teachers in school.

Factors to consider before selecting an Internet package and Internet connection type:
- Connection speed or bandwidth
- Cost
- Availability
- Reliability and
- Convenience
• In order to determine what Internet plan is right for you, you need to review the different
types of Internet connections and connection speeds available on the market today.

Case Study
• Obama wants high-speed Internet in schools by 2018 President Obama on Thursday will
announce an initiative to bring high-speed Internet to almost all of the nation's schools by
2018. At a speech in a high-tech middle school in Mooresville, North Carolina, Obama was
scheduled to order federal agencies to earmark funds for providing broadband and wireless
access to 99% of U.S. public schools in the next five years, according to senior administration
officials.
• The president is tasking the Federal Communication Commission with spearheading the
project, and is also asking the FCC to fund high-speed connections at libraries. "We are living
in a digital age, and to help our students get ahead, we must make sure they have access to
cutting-edge technology," said Obama in a statement released by the White House.
"So today, I'm issuing a new challenge for America -- one that families, businesses, school
districts and the federal government can rally around together -- to connect virtually every
student in America's classrooms to high-speed broadband internet within five years, and equip
them with the tools to make the most of it." (CNN, 2013)
Discuss this article in the context of internet connectivity in schools in Kenya

Web Browsers
• A software that allows you to find and viewwebsites on the Internet. ;-
• Google Chrome, Internet Explorer, Safari, Microsoft Edge, Opera, and Mozilla Firefox.

URLs and the address bar

• URL (short for Uniform Resource Locator) unique address for a website.

Search Engines
Is a website that helps you find other websites?
The common search engines: - Google, Yahoo, Bing, Dogpile, Mamma

Activity
1. Select a concept/topic in one of your teaching areas/subjects
2. Using the internet search procedure we have learnt, search for information about the topic you
have selected.
3. Refine your search by using (-) and (“ ”), refine your search and note the results of your
search
4. Identify one site with the information you are searching for and copy the URL and send it to a
colleague through email or WhatsApp

Electronic Mail (E-mail) Transmission of messages on the Internet.

Email service providers include: Gmail, Outlook, Hotmail, AOL, iCloud Mail and Yahoo Mail

UNIT 4: ICT INTEGRATION IN LEARNING

Digital Literacy as a Core Competency
Competency is “the ability to apply appropriate knowledge and skills to successfully perform
a function”.
CBC emphasize the importance of developing skills and knowledge, applying them to real life
The seven core competencies include in CBC are:
i. Communication and Collaboration,
ii. Critical Thinking and Problem Solving,
iii. Creativity and Imagination,
iv. Citizenship,
v. Self-efficacy,
vi. Learning to Learn and
vii. Digital Literacy
• Digital literacy requires learners to
- Possess the knowledge and skills to use wide range of digital content and devices.
- Possess a broad range of digital skills and knowledge,
- Have a basic understanding of the potential uses of computing devices.
- Able to use online computer communication and social networks,
- Being aware of and adhering to ethical behaviour protocols,
- being aware of societal issues raised through digital media,
- Being able to search, and use information channeled through digital platforms.
- have the ability to safely and securely use technology
• Digital literacy as a competence therefore encompasses
- Knowledge and skills concerning the appropriate application of hardware
platforms such as computers, tablets and mobile devices, and their software e.g.
web search or internet application software.

Types of digital literacy skills

• Interacting with technology skills: This refers to the interaction with hardware,
software, accessing, handling, managing and presenting information.
• Creating with technology skills: This refers to the use of technology in coding,
simulation, modeling and designing.
• Connecting using technology skills: This refers to the use of technology to
communicate and collaborate either synchronously or asynchronously.
• Digital Citizenship skills: This refers to the ethical and responsible use of technology.
 Activity
[Link] reasons why digital literacy is considered as a core competency
ii. Identify areas in our lives where digital literacy is required.
ICT Integration Models
TPACK Model
• TPACK model identifies three primary forms of knowledge: Content Knowledge (CK),
Pedagogical Knowledge (PK), and Technological Knowledge (TK).
i. Content Knowledge (CK): This knowledge emanates from the curriculum documents
and the deep learning of concepts in the curriculum.
ii. Pedagogical knowledge (PK): This knowledge is related to the strategies, and techniques
used in classrooms to ensure curriculum goals are met.
iii. Technology knowledge (TK): This is knowledge is concerned with the digital and
non-digital technologies and tools that we use in our classrooms.

• The TPACK model provides a new framework for the integration of technology in
education and how the classrooms can be structured to provide the best educational
experience for students while incorporating technology

SAMR Model
• This is framework that categorizes different degrees of classroom technology integration.
• “SAMR” stand for Substitution, Augmentation, Modification, and Redefinition.
The following figure illustrates the four elements:
 • The SAMR model technology is used as a one-to-one replacement for traditional tools,
and on the other end, technology enables experiences that were previously impossible
without it.
You need to consider the following as you plan an ICT integrated lesson:
i. The concept to be taught
ii. The learning outcomes to be achieved
iii. The learning experiences: ensure the activities are student centered
iv. Identify the strategy to teach the concept,
v. Identify the ICT tools to be used and how the identified tool will be used to teach the
concept.
Characteristics of an ICT Integrated Lesson
• An ICT integrated lesson is derived from an ICT integrated lesson plan.
• An ICT integrated lesson plan is developed by identifying sections within the lesson plan
where ICT can be used to enhance the lesson, where to use of videos, photographs, audio,
illustrations, animations, e.t.c
• The teacher uses these multimedia elements during the lesson where applicable.
• The teacher should give learners an opportunity to interact, create content using the
digital devices; - drawing images, coloring/painting, taking photos, recording audio and
videos, among others.
Instructional Digital Resources
• These are the materials used in the teaching and learning process:-
- Radio lessons;
- Video programmes;
- Interactive digital content;
- E-books.
 Activity
•Step 1: Log into KEC using [Link]. Select content from a Learning Area/Subject of
your choice and explain how you would use it in a lesson.
•Step 2: Present your write up to your fellow teachers for peer review, critique and
improvement.
•Step 3: Save the peer reviewed write up in a folder named “Peerfeedback” created in Unit 2

Open Educational Resources (OERs)

• (OER) are teaching and learning materials licensed in such a way that they are free and
may be used, reused, remixed, and otherwise customized to meet specific needs.
• They include e- textbooks, videos, animations, audio, graphics, assessments, and any
other tools that support teaching and learning.
Examples include:
• Khan Academy (2021) (see [Link] has lessons on math, science,
history, grammar, coding, music and so much more.
• Discovery Education (2020) (see [Link] has
content in English, Mathematics, Science, Social Studies. Provides Lesson plans,
interactive games, puzzles, programs and contest
• Geogebra (2021) (see [Link]) A mathematics software used in graphing,
equations and Algebra
• Jumpstart (2021) (see [Link]
Teacher resources; worksheets, lesson plans, social networking sites, learning games,
audiovisual teaching aids, interactive educational software

Advantages of Digital Content over Print Materials

i. Can be modified adjusted to address local needs and to ensure relevance and accuracy
ii. Create opportunities for evaluation of the content's performance followed by timely
improvement, adjustment, and review before students encounter the new materials.
iii. Permits content modification and refinement by multiple users before their adoption

Activity
ICT integration in education is on-going and you have been allocated a school in a rural area
where there is no trace of electricity to initiate the same.
Discuss how you will integrate ICT in this school.
In the activity above, you may have given the following responses:

You may have come up with the following suggestions:

• Use of solar in place of the electricity
• Use of radio batteries
• Improvisation of a white board for projection

Teacher Developed Digital Resources

• Lessons, assessment objects and units of work to inspire and challenge their learners.
• Utilizing digital resources to make learning interesting and appealing in the 21st century.
 • Smartphones, tablets, ebooks and computers are being to get the latest information.
• Teachers are also sharing digital resources globally in a video portals
• Teachers can also create lessons and upload on YouTube.

Selection of Relevant Digital Resources for Teaching and Learning

• The learning outcomes of your lesson will determine what resource to use, when to use
them, and how to use them.
• e.g. if the learning outcome is related to information literacy skills, an open web search
may be appropriate.
• If, however, the search is related to curriculum specific information then it would require
the teacher to pre-select sites for the learners or use approved digital content.

Activity
•Step 1: Log into KEC using [Link]. Select content from a Learning Area/Subject of
your choice and explain how you would use it in a lesson.
•Step 2: Present your write up to your fellow teachers for peer review, critique and
improvement.
•Step 3: Save the peer reviewed write up in a folder named “Peerfeedback” created in Unit 2.

Factors to consider when selecting digital learning resources

i. approved by the KICD and should be in the list of approved content;
ii. easy to use;
iii. relevant to the content learning outcomes;
iv. fit within your existing curriculum and teaching plans;
v. provide appropriate assessment items;
vi. cater for learner diversity in gender, values and culture;
vii. cater for different learning styles, different abilities;
viii. be appropriate for the learners’ ages;
ix. have language that is suitable for the level of the learners;
x. allow for adaptations to make them suitable for learners with special needs;
xi. promote learner-centred education;
xii. encourage problem-solving skills and/or cooperative learning;
xiii. be easily available and accessible;
xiv. Consider the requirements for ICT equipment, other resources, space,
Factors to consider when selecting resources for learners with special needs
• Content with large print (Large font);
• Content with magnifiers;
• Signed content;
• Narrated content;
• Brailed content;
• Complexity of the content;
• Compatibility with other tools or technologies;
• Availability of assistive technologies;
 • Nature of special need of the learner;
• Ability to manipulate the device.

Learner Centred Approaches in ICT Integration

• Learner centred approaches view learners as active agents.
• The learners bring their knowledge, past experiences, education and ideas.
• This impacts how they take on board new information and learn.
• The learner centred approaches place the learner at the centre of the learning. Some
examples include:
a)Project Based Learning (PBL): research-backed pedagogical approach where learners
solve real-life problems through executing a project under the supervision of the teacher.
- ICT can be used in searching for information while working on the project,
organizing as well as presenting the findings or results.

b)Inquiry Based Learning (IBL): involves experiences that enable learners to develop a
deeper understanding of aspects through the use of investigative skills.
- ICT is used to explore and discover new ways of doing things.

b)Collaborative Learning: involves grouping learners to work together in order to solve

problems, complete tasks, or learn new concepts.
- Learners can use collaborative tools to communicate, collaborate and share
information as well as experiences.

Activity
Select one of the learner centered approaches and describe how you would use it in a learning
situation. Explain how ICT will be used in in the situation you have described.

Teacher Professional development and Support

Successful on-going professional development models can be divided into three phases:
i. Pre-service, focusing on initial preparation on pedagogy, subject mastery, management
skills and use of various teaching tools (including ICTs);
ii. In-service, including structured face-to-face and distance learning opportunities building
upon pre-service training and directly relevant to teacher needs; and
iii. Ongoing formal and informal pedagogical and technical support, enabled by ICTs, for
teachers, targeting daily needs and challenges.

Teachers' expertise in using ICTs in their teaching:

• Schools that report the highest levels of student ICT-related skills and experience are
those that made use of ICTs on a routine basis throughout the teacher professional
development and the teaching and learning process.
• Teacher inexperience and skill deficiencies inhibits the effectiveness of ICT use in
education by students.

Teacher usage of ICTs:

 • Teachers most often use ICTs for 'routine tasks' (record keeping, lesson plan
development, information presentation, basic information searches on the Internet).
• Teachers more knowledgeable in ICTs use utilize computer assisted instruction less than
other teachers who use ICTs, but utilize ICTs more overall.
Types of usage of ICTs correlate with teacher pedagogical philosophies:
i. Teachers who use ICTs the most -- and the most effectively -- are less likely to use
traditional 'transmission-method' pedagogies.
ii. Teachers who use different types of software tend to practice more "constructivist"
pedagogies.
Teacher participation in continuing professional development:
• Motivation: Teachers require additional motivation and incentives to participate actively
in professional development activities.
• Access to ICTs: teachers should have regular access to functioning and relevant ICT
equipment.
• Teachers' subject knowledge: The way ICT is used in lessons is influenced by teacher
knowledge about their subjects, and how ICT resources can be utilized and related to it.
• Teacher self-learning: ICTs can aid teacher self-learning in subject matter; by providing
access to updated and additional learning resources, self-learning in his/her subject area.
• On-going in-service training: Traditional one-time teacher training workshops have not
been seen as effective in helping teachers to feel comfortable using ICTs,

Activity
Few teachers are confident in using a wide range of ICT resources, and limited confidence
affects the way the lesson is conducted. Many teachers still fear using ICTs, and thus are
reluctant to use them in their teaching.
• Do you agree with this statement?

Strategies that an education manager use to deal with the situation mentioned above?
• Ensure that there are continuous professional development programs to enable teachers to
continuously update their professional knowledge and their personal competence.
• Ensures that all teachers can develop their knowledge, improve their skills and enhance
their confidence and motivation hence improve learning outcomes.
• Organizations, e.g. KICD, KEMI, CEMASTEA, offer short courses for teachers.
Programs that have been designed to support and motivate teachers in ICT integration.
ICT champions program
• The Ministry of Education identified and trained one teacher per constituency, whose role
is to train and support their peers in the constituency on ICT integration.
ICT Teacher of Year Award (ITOYA)
• The objective is: encourage compliance with teaching standards; facilitate career
progression; promote professional development; best practices in curriculum
implementation.
Communities of Practice (CoP)
• (CoP); group of people who share a common concern, a set of problems, or an interest in
a topic and who come together to fulfill both individual and group goals.
 - (CoP) focuses on sharing best practices and creating new knowledge to advance a
domain of professional practice.
Communities of practice offer the following benefits:
i. They help teachers to learn new ideas faster;
ii. Ensures rapid flow of communication and shared awareness;
iii. They reduce reworking and prevent "reinvention of the wheel";
iv. They help teachers to respond more rapidly to emerging trends in education;
v. create an enabling environment for coming up with new ideas in teaching and learning;

UNIT 5 ICT LEARNING ENVIRONMENT

ICT Competency Framework
The 21st century skills: - critical thinking, problem solving, communication, collaboration,
information and technology literacy, flexibility and adaptability, innovativeness and creativity.
• In order to teach these skills to learners you must possess the digital competencies.
• Digital Competence is the creative use of ICT to achieve goals related to an activity.

UNESCO ICT Competency framework

• The ICT CFT is intended to be adapted to support national and institutional goals by
providing an up-to-date framework for policy development and capacity building
Approaches that represent stages in the use of ICT integration in education,
Technology literacy approach
• This involves improving basic literacy skills through technology and adding the
development of ICT skills into relevant curriculum contexts.
Knowledge deepening approach
• At this level, ICT integration aims at increasing the ability of students, citizens, and the
workforce to add value to society and to the economy by applying the knowledge gained
in school.
Knowledge creation approach
• The aim of the knowledge creation approach is to increase productivity by creating
students, citizens, and a workforce that is continually engaged in, and benefits from,
knowledge creation, innovation and life-long learning.
Blooms Taxonomy and Technology
• The purpose of Bloom’s Digital Taxonomy is to inform instructors of how to use
technology and digital tools to facilitate student learning experiences and outcomes.
• Remembering: To recall facts, basic concepts, or retrieval of material. Tools –
Bookmarking, copying, googling, bullet-pointing, highlighting, networking, searching
• Understanding: To explain ideas, concepts, or construct meaning from written material
or graphics. Tools – Advanced searching, annotating, blog journaling, tweeting, tagging,
commenting, subscribing
• Applying: use information in new situations such as models, diagrams, or presentations.
Tools – Calculating, editing, hacking, presenting, uploading, sharing with a group
• Analyzing: To draw connections among ideas, concepts, or determining how each part
interrelate to an overall structure or purpose. Tools – Mashing, mind mapping, surveying,
linking, validating
• Evaluating: To justify a decision; to make judgments based on criteria and standards
through checking and critiquing. Tools – Grading, networking, rating, testing, reflecting,
reviewing, blog commenting, posting, moderating
• Creating: To produce new or original work. Tools – Animating, blogging, filming,
podcasting, publishing, simulating, wiki building, video blogging, programming,
• Bloom’s Digital Taxonomy can help teachers navigate through the digital tools and make
choices based on the kinds of learning experiences they want learners to engage in.
• Selecting digital activity depend on the activity’s level of difficulty tied to the cognitive
levels stated within Bloom’s Revised Taxonomy.
Activity
Discuss the relationship between UNESCO’s ICT competency framework and Bloom’s Digital
Taxonomy

ICT Learning Space

• The recent advent of Internet access and mobile communication devices has provided
remarkable opportunities for 21st century blended learning models simultaneous online
and face-to-
• In response to these developments, many innovative learning environments are being
implemented.
• Educational institutions therefore need to rethink about their learning environments, and
more specifically focus on what physical attributes need to be provided to encourage ICT
integration in education.
The 21st century ICT learning space includes the following components:
Access to technology and media:
• The 21st Century classroom is networked, adequately provided with a rich internet
connection to support media streams, personal skype and group/video conferencing
communications.
• It is able to upload and download students work and research to suitable structures to
support anywhere anytime learning and collaboration.
• Facilities need to be in place to enable media production, whether its video, audio or
text/image based.
• Consider using projectors that have the facility to support wireless networking enabling
the users (teachers and students) to easily connect and then switch between users. This
flexibility is essential for the 21 Century learners.
Classroom design:
• 21st Century learning space is designed for collaborative learning.
• They must have the flexibility in furnishings and technology to be rearranged with ease
and speed. It must allow for switching rapidly between individual and group,
presentation, communication and collaborative modes.
• Learners and educators must be able to connect, collaborate, share and report - projection
and video conference, present and report back.
• Classrooms must be able to adapt to different needs of the classroom –
- space for the students to work quietly and reflectively;
- Space to operate in small groups discussing and debating; space to meet collectively
to report, discuss, plan and teach.
Display spaces:
• Students will need access to real and virtual display spaces. Whiteboards, pin boards,
collaborative learning spaces online, conferences etc.
• They will need easy and instant access to media systems that they can use to view
materials and share their own.
Note it!!
• It is important to note that the world is continuously advancing in technology. The 21st
Century calls for diverse approaches to meet the requirements of the century.
Role of Teachers in the ICT learning environment
Teacher’s usage of computers in the learning environment
 There are two major ways that teachers use computers in the learning environment:
i. To support their administrative work; and
ii. to support their teaching and learning activities,
- teaching preparation,
- actual teaching
a) Computers as support for administration
Teachers engage in three major administrative tasks in the school, namely:
i. Planning: drawing lessons plans and schemes of work.
ii. Data management: drawing up class lists, registers, mark book and report cards.
iii. Communication: drawing up agendas and programmes; booking transport and venues;
b) Computers as support for teaching and learning
i. To prepare printed material for learners:- notes worksheets and display material.
ii. To project information for learners:
iii. To do research:
iv. To share ideas and information
v. To prepare material for learners to use on a Local Area Network:

Ways you can use to prepare material for learners:

i) Downloaded material: Downloading material from a saves costs as learners do not
spend time online.
ii) Create webpage: Prepare a webpage, with information and tasks, as well as links to
other resources which learners' access from the website the teacher has made for them.
iii) Assessment: Access databanks of test items, select items suitable for learners and ask
learners to answer the questions and obtain feedback online.

Characteristics of the 21st Century Teachers

• The Adaptor: must be able to adapt the curriculum and the requirements to teach it in
imaginative ways. .
• The Visionary: They must see the potential in the emerging tools and web technologies,
grasp these and manipulate them to serve their needs.
• The Collaborator: must be able to use online collaborative tools to enhance and
captivate the learners. Through, sharing, contributing, adapting and inventing.
• The Risk taker: constantly learning. He/she must Embrase concept of lifelong learning.
• The Communicator: they know how to facilitate, stimulate, control and moderate
• The Model: model the behaviours that they expect from our students. They must teach
values. Also models reflective practice.
• The Leader: should lead by example. They are early adopters of ICT integration.

Role of Learners in the ICT Learning Environment

• In school, learners use computers in developing computer literacy:
There are two approaches to the development of computer literacy:
• ICT is learnt without integration:
Learners learn basic skills in a computer literacy class.
• ICT with integration:
- Learners acquire computer literacy skills through using the computer in order to learn
a subject.
 - For example, learners use a computer to write an English essay, and in the process
they learn what they need to know about using a word processor.
Characteristics of the 21st Century learner

Activity
No longer need we ask whether the use of technology is developmentally appropriate. Very
young children have shown comfort and confidence in using computers. They can turn them
on, follow pictorial directions, and use situational and visual cues to understand and reason
about their activity
(Clements and Natasi, 1993).
• Discuss this statement in the context of the
National education laptop project in Kenya.

Stages in ICT Development

Emerging Stage
Such schools have just started on their journey in the ICT field with a skeleton computing
infrastructure either donated or purchased by the school authority.
Applying Stage
In this phase, administrators and teachers use ICT for tasks already carried out in school
management and in the curriculum. Teachers largely dominate the learning environment.
Infusing Stage
The curriculum begins to merge subject areas to reflect real-world applications. ICT infuses
all aspects of teachers' professional lives in such ways as to improve learning processes.
Transforming Stage
ICT becomes an integral though invisible part of daily personal productivity and professional
practice.

Corresponding usage of ICT in Teaching and Learning

i. Becoming aware of ICT
- Discovering ICT tools is linked with the emerging stage in ICT development.
ii. Learning how to use ICT
- Use of general applications of ICT, and is linked with the applying stage in the ICT
development model.
iii. Understanding how and when to use ICT
 - Choosing appropriate tools for a particular task, and using these tools in combination
to solve real problems. This stage is linked with the infusing stage in the ICT
development model.
iv. Specializing in the use of ICT
- This is a new way of approaching teaching and learning situation with specialized
ICT tools and is linked with the transforming stage in the ICT development model.

Ways of use ICT to support teaching and learning:

i. Supporting work performance
Teachers use productivity tools such as word processor, visual presentation software,
spreadsheet, database, email etc. to support their daily work performance.
ii. Enhancing teaching
This stage involves the technique of integrating computer-based learning in the traditional
instructional process, and is linked with the applying stage in the ICT development model.
iii. Facilitating learning
The next stage involves using various types of instructional software to facilitate student
learning.
iv. Creating innovative learning environments
This involves specializing in the use of network based resources to create meaningful
environment with rich affordable for innovative learning
Blended Learning
The approach to education that combines online educational materials and opportunities for
interaction online with traditional place-based classroom methods.
Types of blended learning
• Synchronous learning: a learning event in which a group of participants is engaged in
learning at the same time e.g in classroom, or in a web conference,
Benefits of synchronous learning include:
- Interaction between learners.
- Exchange of knowledge and experience between learners.
- Real-time feedback for the teacher.
- Teaching happens on a fixed schedule.
• Asynchronous learning: teacher and the learners are not engaged in the learning process at
the same time. E.g. creating online content or posting learning resources on a learning
management system.
The benefits of asynchronous learning include:
- Learners can learn in their own time and schedule
- Less work for teachers and HR managers
- Automated tasks reduce repetitive work such as giving online classes and grading exams
- Learners spend less time in a classroom
Benefits of Blended Learning
i. Accounting for Everyone:
- It utilizes a variety of methodologies so the content can be customized to the learner and
optimized for the subject matter.
ii. Learning Trends and Feedback:
- By use of online and offline technologies in tandem, allowing teachers to quickly adopt
the latest learning trends and modalities into the curriculum.
iii. Lower Costs:
- E-Learning approach cuts down on travel costs and can be used again and again, which
reduces teaching time as well.
iv. Fun and Engagement:
- Learners can choose which type of content they want to interact with, practice what they
learn, and communicate with teachers and other learners any time and on any device.
v. Flexible and accessible:
- Learner can make time to learn whenever suits you, even if you are already on campus.
By studying via blended learning, a learner can get the best of both worlds.
Blended Learning Models
i. Face-to-Face:
Teacher-led learning sessions supplemented with technology to allow learners to
control their own learning pace. Benefits are role-play, mentoring, hands-on practice,
and feedback.
ii. Rotation:
Learners go from one learning activity to another as directed by a teacher, or online in
a self-directed manner.
iii. Flex: (personalized learning)
The learners control their learning path, choosing what they to learn. The teacher is
usually present in a mentoring capacity, to answer questions.
iv. Gamification:
By using game play elements such as points or levels, learners feel a little
competition and are more motivated to experience the material on their own time.
v. Online Lab:
Learners can access content on mobile phones (m-Learning), laptops or tablets. This
modality engages and solidifies learning.
vi. Self-Blend:
A robust LMS can combine diverse content sources under one system to encourage
curiosity and growth.
vii. Online Driver:
You can choose from existing learning management systems or opt to have an LMS
developed specifically for your purposes.
Remote Learning
• learning that occurs when the learner and the instructor are separated physically
• Information is relayed through technology;- discussion boards, video conferencing,

Tools for remote learning

i. Audio-Based tools
• Audiotapes, Compact Disks (CDs), flash disks, voice records and radio station channels
dedicated to education. Audio outputs can be shared through email, WhatsApp or
Bluetooth among others.
ii. Audio-Visual tools
• learning can be delivered through television, videos, desktop computers and laptops
iii. Learning Management Systems (LMS)
• (LMS) is software that is designed to create, distribute, and manage the delivery of
educational content.
- The three commonly used LMS by teachers; - Google Classroom, Microsoft 365 and
Microsoft Teams

Google Classroom:
• Google Classroom is a free paper-less service that allows teachers to share content, create
and mark assignments and communicate with their learners remotely.
• Teachers can easily set up a class, invite learners and co-teachers, as well as share
information such as assignments, announcements, among others.
Microsoft Office 365:
• This is a software that provides access to Microsoft Office applications e.g., Word, Excel,
PowerPoint online.
• You can access services, such as email and other collaboration tools from Microsoft's
cloud server.
• Microsoft Office 365 provides desktop functionalities that are available by subscription.
Microsoft Teams:
• Microsoft Teams is one of the Microsoft Office 365 tools that you can be used to create
classes, add students, share files and teaching materials.
• It also has a platform to allow you share and chat as well as create, distribute and grade
quizzes. Teachers and learners can work together anytime, anywhere and on any device
as long as they have internet connection.
Mobile Learning:
This is the process of learning via the internet using personal mobile devices such as
smartphones, tablets, laptops, and digital notebooks.
- The learning content in this mode can be passed to learners using; text messages, voice
messages, video calls, sharing images, sharing documents etc.
- WhatsApp is the commonest mobile learning APP that can be use in remote learning

UNIT: 6 ICT INTEGRATION IN EDUCATION MANAGEMENT

Use of ICT in School’s Administrative Processes
• Schools can harness the technology capabilities in personnel management, student
management, resource management, financial management and security management.
• Therefore, Information communication technology can improve or enhance the
management duties of school heads.
 Learning Management System (LMS).
• This is software that deploys, manages, tracks and reports on interaction between learner
and content and between learner and instructor.
• LMS performs student registration, tracks learner progress, records test scores, and
indicates course completions, allows trainers to assess the performance of their learners.
Main features of a Learning Management System (LMS):-
i. Registration: enrolls and administers learners online for webbased, learning activities.
ii. Scheduling: It schedules courses to address individual and organizational learning needs
iii. Delivery: It delivers online courses and assessments or schedule instructor-led courses.
iv. Tracking: It tracks the progress of the learners and creates reports.
v. Communication: It communicates by chat, discussion forum, mail, screen sharing
vi. Testing: It tests and assesses competency, learning styles and student commitment.
Examples of Learning Management Systems
• Google classroom:
• Haiku learning:
• Moodle:
Electronic communication
• Electronic communications lets you combine numerous media - text, graphics sound,
video, etc. - into a single message.
(a). Cell phones:
(b). Web pages:
(c). Email
(d). Forums:
(e). Text and instant messaging:
(f). Social networking: Facebook, LinkedIn Twitter,
(g). Video chat:
Activity
Many organizations are using electronic communications facilities, such as the World Wide
Web, as internal communications tools to enhance team work. Many individuals at different
locations can work on the same documents, hold meetings and integrate research findings.
• Discuss how electronic communication can improve the quality of education management in
Kenya.

Electronic Data Management

Components of Electronic data systems: (data- warehouses, marts, dictionaries),
extraction-translationloading (ETL) tools, data cleansing, analytics, user portals, identity
management.
• Electronic data systems are used in management as follows:-
(a). Integrated Payroll and Personnel Database (IPPD):
 • IPPD embraced processes and procedures aimed at gathering, storing and processing
information for effective and efficient decision making.
(b). Education Management Information System (EMIS):
• EMIS is a system for collection, integration, processing, maintenance, dissemination of
data and information to support planning, monitoring and management at all levels of
education system.
• The goal of EMIS is to promote educational development through informed decision
making practices.
• The school remains the core source of most of the required data items.
Example of EMIS is the National Education Management Information System (NEMIS).
• NEMIS refers to a comprehensive Education Data Management Information System
which is used as the single source of information for the Kenyan education system
(schools, learners and facilities). It is designed to provide quality data that is reliable,
relevant, and easily accessible.
Objectives NEMIS
i. Governance and Accountability: efficiently and transparently allocate resources to
learners with a view to enhancing maximum efficiency and value for money.
This will be done through:
- Unique Personal Identifier: Every learner in Kenya will have a Unique Personal
Identifier (UPI) to be used at every stage of the learner’s education.
- School Code: each institution of learning will be issued a mandatory unique identifier.
Any school that will have no unique code shall be deemed not to exist.
ii. Evidence Based Decision making and planning: For example; government capitation to
public schools is bases on enrolment data on NEMIS.
iii. Monitoring and Evaluation: enhanced quality and assurance framework.
iv. Access to NHIF: Using the unique personal identifier, a learner can be able to access
medical services under the cover of Edu Afya
(c).Teachers Management Information System, TMIS:
• This is a portal that enables teachers to update their Bio data and other details.
• basic school details, Ordinary enrollment, Teachers’ details, Teachers on Study leave,
(CBE), Non-full Teaching load (due to illness) and KCPE/ KCSE Performance.
(d). Institutional electronic data management systems:
• This system allows the school to store information electronically thus letting the school
categorize files so that they can be located when needed.
• A Web-based system allows authorized persons to access the information they need from
remote offices, from their desktops at home, or wherever it is needed.

Activity
Discuss how schools can contribute to the success of National Education Management
Information System (NEMIS)
Electronic payments
• The aim of electronic payment is to provide a more efficient service, in terms of costs.
Examples of electronic payment systems:
(a). Kenya Electronic Payment and Settlement System (KEPSS):
• This is Kenya's Real Time Gross Settlement (RTGS) System which went live on July 29th
2005.
• It is wholly owned and managed by the Central Bank of Kenya (CBK). RTGS is a
specialist funds transfer system where transfer of money or securities takes place from one
bank to another on a "real time" and on "gross" basis.
Benefits of an RTGS system include:
• Real time funds transfer
• Finality of funds settlement
• Risk control mechanism
• Payments process simple
• Optimization of liquidity
• Efficient funds management
• Allows large value transfers between banks
• Enables fund movement between cities
• Permits on-line real time query of the funds position
(b). G-Pay System:
• The G-pay is an electronic payment system used by the Government of Kenya and Central
Bank of Kenya clients to effect payments.
• To facilitate the electronic payments, the Central Bank is linked to Ministry of Finance via
fibre cable then the Government ministries and departments are linked to the Ministry of
Finance platform.
• All government payments from accounts held in Central Bank are made through an
electronics payment method known as RTGS (Real Time Gross Settlement System)
irrespective of amount involved whether a small or large payment.
• From the government side, payments are processed through an electronic payment system
known as IFMIS (Integrated Financial Management Information System) that is interfaced
with the Central Bank’s G-Pay system to facilitate payments directly into customers'
accounts in local commercial banks.
(c). Electronic Fund Transfer System (EFT):
• EFT is an electronic fund transfer modes that operate on a Deferred Net Settlement (DNS)
basis which settles transactions in batches.
• In DNS, the settlement takes place at a particular point of time.
• All transactions are held up till that time.
• For example, EFT settlement takes place once a day.
• Any transaction initiated after a designated settlement time would have to wait till the next
designated settlement time.
(d). M-Pesa:
• M-Pesa was originally designed as a system to allow microfinanceloan repayments to be
made by phone, reducing the costs associated with handling cash and thus making
possible lower interest rates.
• But after pilot testing it was broadened to become a general moneytransfer scheme.
• Once you have signed up, you pay money into the system by handing cash to one of
Safaricom's agents who credits the money to your M-PESA account.
• You withdraw money by visiting another agent, who checks that you have sufficient funds
before debiting your account and handing over the cash.
• You can also transfer money to others using a menu on your phone.
• Cash can thus be sent one place to another more quickly, safely and easily than taking
bundles of money in person, or asking others to carry it for you.
Activity
• Discuss how you would use e-payments in your educational institution towards improving
ease of doing business.

(e). Electronic cards:

• Electronic cards that contain information can be used for payment purpose.
• Payment cards come in three types:
– Credit cards
– Charge cards
– Debit cards
(f). Smart card:
• A smart card containing a small gold plate on the face that when inserted in a smart card
reader makes contact and passes data to and from the embedded microchip.
Electronic procurement
• E-procurement is the use of electronic tools to engage in procurement activities, including
sourcing, ordering, commissioning, receipting and making payments for the whole
spectrum of an institution's activities.
• The prime objective is to electronically enable the management of the supply chain using
integrated software tools.
• E- Procurement is thus a collective term for a range of technologies that can be used to
automate the internal and external processes associated with sourcing and buying.
• Below is an example of an e-procurement system:-
The GoK e-Procure to Pay system:
• Procure to pay (P2P) is a major component of the IFMIS system.
• Its aim is to provide an efficient and streamlined procurement and payment system by
fully automating the procurement and payment process.
Some of the key procurement functionalities configured in the IFMIS are:
– Procurement planning;
– Supplier management;
– requisition management;
– Quotation management;
– purchase order (PO) management;
– Receipt Management;
– Invoicing and payments;
– Inventory management;
– Contract management;
– Reconciliations and period End Close.
• The ordering process flow within the e-procure to pay system focuses on procurement
activities from the request of goods and services to their eventual receipt as illustrated
below:
Leadership and Organization Change required for ICT Integration
• ICT integration in teaching, learning and management of education institutions calls for a
• Deployment also entails a major change in how learners learn, how teachers teach and the
role of administrators, parents and others in the education ecosystem.
Change Management Plan:
• Developing a comprehensive plan for change management allows planners to navigate the
potential problems that may occur during implementations and to avoid some problems
entirely.
Successful change management plans contain several key components as shown below:
(a). Leader involvement:
• Administrators, union leaders and senior teachers are especially important here. Leaders
who embrace technology deployment, and who motivate and challenge everyone to
embrace them, are more likely to succeed in bringing about change.
(b). Learn the technology:
• The institutions leaders' proficiency in ICT is important.
• Leaders who are computer literate are more aware of their staff member's needs.
c). Communication:
• In order to embrace change, people need to understand it.
• to create a comprehensive communications plan that lays out what the technology in
education program is trying to achieve and what steps are needed to get there.
• Communications must be timely and clear, and they must reinforce core messages and the
program's vision.
(d). Orientation and training:
• Training all stakeholders affected by a technology deployment is highly important and
should begin well in advance of an actual implementation.
e) Foster smart partnership:
• Having a clear vision for technology is essential in der to make wise decisions in
integrating and managing ICT in schools.
• In gaining ICT expertise and fund raising, leaders can foster smart partnership with the
community, public and corporate sector.
f) Benchmarking other schools:
 • They can benchmark schools that have good reputation for having an established ICT
system in teaching and learning or using ICT effectively in school management.
• This will broaden knowledge and ideas in integrating ICT in schools.
(g). Feedback and recognition:
• Programs that are set up to provide ―quick wins, or early measures of success, may be
more sustainable.
• People like to feel that their efforts are producing tangible results, and that they are
making progress toward the ultimate goal.
(h). Consistency:
• ICT in education programs are long-term initiatives that require continual monitoring and
refinement.
• Change leaders must remain committed to reinforcing their message and guarding against
complacency.
Role of School Leadership in Change Management for Effective ICT Integration
The role the Head of Institution (HOI) and the Boards of Management as Change agents
in the adoption of ICTs by schools includes:
i. Ensure that there is requisite ICT infrastructure to receive ICT devices.
ii. Ensure that the teachers are trained and can integrate ICT in teaching.
iii. Provide leadership in development and implementation of ICT policies
iv. Be the custodian of ICT devices
v. Ensure the necessary technical support is available
vi. Ensure adherence to procedures during the procurement of ICT infrastructure
vii. Account for all funds disbursed and ensure proper documentation at all stages
viii. Provide security and take responsibility for the storage, servicing and maintenance of the
entire ICT infrastructure
ix. Ensure continuous development and improvement of teachers in ICT integration
Policy, Vision and Strategy
• Institutions are also expected to customize the national policy and come up with an
institutional ICT policy.
ICT policy:
• The policy is a blue print for the institution to design and manage ICT integration in a
systematic and progressive manner.
• The ICT policy includes the vision, the beliefs that underpin it, and the plan for
implementation of ICTs and rules and procedures for using computers and other ICTs in
the institution.
A good ICT policy should consist of the following components:
1. Preamble
2. Objectives
3. Scope
4. Precautionary and disciplinary measures
5. Email policy
6. Internet policy
7. Network security and access policy
8. Data centre and DRC access policy
9. Policy on printers, telephone lines, fax and copiers.
10. Policy on passwords
11. Policy on ICT related training
12. Policy on online subscriptions
13. Policy on ICT disaster recovery
14. Policy on ICT technical assistance request and complaints.
15. Miscellaneous
16. Revision
17. Notes
18. Approval
19. Abbreviations
ICT vision
The ICT vision statement shows where you want to go or be in the future. The vision is an
image of your desired future.
Examples of ICT Vision Statements:
i. To improve students' achievement by using ICT in new and creative ways,
encouraging variety in the way the curriculum is delivered to inspire wonder and awe
in our students.
ii. To use ICT to help parents connect with the learning occurring in school, and to form
strong links as a learning community.
iii. To safeguard our students' interests and protect them by ensuring we are always
mindful of the effects of developing ICT within our school.
iv. We envisage an environment where the use of ICT is regarded as an integral part of
our everyday practices and administration management.
v. Have access to ICT whenever and wherever it is beneficial to learning, both in and out
of school. At School we want ICT to underpin our commitment to preparing the
children today to be lifelong learners in the world of tomorrow.
vi. ICT will be dedicated to supporting the objectives of the institution; improving the
quality of the services that it provides; supporting staff and maintaining a high level of
satisfaction in the delivery of these services.
ICT Strategy
(a) SWOT: Towards developing an ICT strategy, you need to conduct a SWOT analysis of the
ICT issues in the institution. The SWOT analysis helps to answer the first key planning
question, where are we now? It also helps you to identify the areas that need to be changed in
order to implement your institution's ICT vision in a sustainable way.
- The SWOT analysis can be facilitated by anyone: by you as the education manager, by the
management team or by a group of teachers to whom you could delegate the task.
However, it is most important that the process is done collaboratively, with all key
stakeholders participating.
(b) Identify key areas of change: Based on the SWOT analysis, you will be able to identify
key areas for change. It is not wise to undertake change in too many areas at once as it may be
difficult to find all the resources needed to accomplish the change, such as time and money
(remember, apart from physical resources such as money, you also need to budget for the time
spent on managing the change process). It is therefore necessary to prioritise a few key issues
to work on.
• The key issues you should prioritize are:
• Be in line with your ICT vision;
• Build on your strengths and opportunities;
 • Address the main weaknesses and deal with the threats
• Some questions to bear in mind when choosing priority areas
• Choosing priorities may be more difficult than you think.
You will need to answer difficult questions, such as the following:
- What resources are available?
- Where should the emphasis be in the allocation of resources?
- What should be done now?
- What should be done later?
- And what should not be done at all?
- What can be done now?
• After you have prioritized the few key issues to work on, develop ICT integration
strategies that are SMART (Smart, Measurable, Achievable, Realistic and Time
bound).
(c) Action Plan: Finally, draw up a detailed action plan to implement the process towards
achieving the goals you have identified. In an action plan you must be able to answer the
following questions: Who is supposed to do what? By what time and for what reason?

Activity
By aid of a table explain how ICT could support instructional supervision through facilitating
decision making process, planning, organizing, communicating, influencing, coordinating and
evaluating.

Institutional Websites
This section provides you with basic guidelines for developing institutional websites.
i. Web design: Education institutions websites should be developed using a Content
Management System (CMS). The CMS shall guide design and structure of the
website. The design shall have consistent layout to aid in navigation and incorporate a
help facility. It is recommended that a pre-designed website template is used to
establish a visual identity and apply it throughout the website.
ii. Elements of a website: These include:-
- Title of the web page
- URL of the page shown at the browsers address box
- Information on the page
- Text, graphics and other media types
- Style of the page, font, color, background, visual elements
- Layout of the page, title, headings, tables, frames, navigational tools, footers
- Links to related resources
iii. Posting information: Education institutions websites are required to post information that
promotes the institution; commercial advertisements, personal information are not allowed.
iii. Accessibility: Government websites should be accessible to people with disabilities,
including blindness and low vision, deafness and hearing loss, learning disabilities, etc
Guidelines for developing institutional websites
i. Ensure that users using assistive devices can complete and submit online forms.
ii. Ensure that all information conveyed in colour is also available without colour
iii. provide a means for users to skip repetitive navigation links
iv. Provide a text equivalent for every non-text element that conveys information
 v. Applets and plug-ins can limit access to people using assistive technologies
vi. Provide text-only pages with equivalent.
vii. provide equivalentalternatives for multimedia elements that are synchronized
viii. Should not have flashing lights/banners and should not cause screen to flicker.

UNIT 7: ICT INFRASTRUCTURE

Financing ICT
• ICT implementation is highly dependent on the available budget.
• A budget allocation should be made available for the purchase of the basic hardware and
software, peripheral hardware, and add-on software.
• It is also important to set aside a budget for the maintenance of the equipment.

The following is a list of financing costs that you need to take into account:
• Hardware
• Software
• Investment in teacher training
• Repairs and maintenance
• Replacement fund
• Internet access, insurance and other incidentals
• ICT rooms
• Safety mechanism
Planning and budgeting
Define your needs: This can be done in three simple steps:
Step 1: Clarify your ICT objectives: have a clear idea of what you need to purchase
Step 2: Check your institution's development or strategic plan:
This should give you information on the following:
- The budget available for ICT purchases.
- Timelines within which any new purchases of equipment should be in place
- The latest date by which the procurement process needs to start to achieve the timelines
- The latest date by which the procurement process needs to start to achieve the timelines
Step 3: Compile a functional specification:
Functional specification states
- What the new equipment or service is expected to do.
- The minimum requirements guide potential suppliers in ensuring that they suggest the
solution that best meets your needs.
- What you should expect to keep changing and adding to as you research and cost-out
your planned purchase in more details.
Before you draw up the functional or technical specifications, refer to the governments
guidelines which are available on the ICT Authority (ICTA) website
Consider availability of funds
• Check whether the requisition falls within the available budget and that funding is available.
Consider the following questions:
• Is there enough funding for all your planned purchases?
• Do you need to reconsider your planned purchases in the light of available funding?
• Is there any additional funding available?
• Would alternative funding options be suitable, for example, sponsorship, leasing or rental,
Prepare budget
• There are two major points to consider when preparing the budget.
- First, we need to budget for the maintenance of the technology that already exists at the
school.
• This includes budgeting for the replacement and repair of equipment, service agreements,
and the training of staff members.
- Second, you need to budget for new ICT technologies and programs.
• This should include; the buying of equipment, getting technical support, and conducting
training so that staff members are able to utilize new technologies and programs.
Funding sources:
• Identify potential funding sources including nontraditional sources and partnership
• Identify and tap into development community partners for financial as well as technical
(e.g., ICT, training, pedagogical) support for technology programs from the start.
• Select a financing model that minimizes total costs and suits your particular initiative.
Acquisition of ICT equipment
• Public education institutions have to follow the Public Procurement and Asset Disposal
Act, 2015 and regulations and guidelines.
• to ensure you get the equipment that meets the stipulated minimum specifications.
Methods of acquiring ICT equipment
i. Purchase: The institution can buy ICT equipment from suppliers or manufacturers.
ii. Donations: An institution can also receive computers as a gift from another organization
iii. Hiring: Institutions can also acquire ICT equipment for specified period of time.
iv. Government ICT programs: The government has programs for equipping institutions
Activity
Discuss the challenges related to ICT infrastructure faced by education institutions

Factors to consider in choosing hardware

i. Hardware configuration: This requires you to consider the basic specifications for:
CPU (central processing unit), RAM (random access memory), HD (hard disk), CD
Drive, Printer, UPS (Uninterruptible power supply unit), Mouse, Monitors, Keyboard
ii. Reliability: This is determined by the rate of breakdown of the hardware
iii. Simplicity: The architecture of the computer should be simple
iv. Ease of Communication: The software should be user friendly and the hardware should
be the right size and with good interface facilities.
v. Flexibility: Hardware should be able to meet new user requirements as they emerge
vi. Security: It should be able to keep out hackers and other unauthorized users.
vii. Cost: The hardware should be cost effective. It should offer value for money.
viii. Networking: The hardware should have networking capability. for future expandability
ix. Software: The hardware should be capable of running any software
Factors to consider in choosing software
a) Consider availability of funds: Check that this falls within the available budget
b) Processing time: This refers to the response time
c) Documentation: it should be accompanied by a manual, easily understood by all.
d) User friendliness: The program should be easier to use with clear on screen prompts,
e) Controls: The software should have in-built controls which may include password
 f) Up-to datedness: The software should be up to date.
g) Modification: consider if the software can freely be changed without violating copyright.
h) Its success in the market: One should consider how many users are using the software
i) Compatibility with other software: how the software integrates with other software
j) Portability consider how the software runs on the user computer/need for upgrade
k) Cost: Consider the school’s financial position to establish whether it can afford it
l) Software contracts: Consider the issues in software contracts such as costs, purpose
m) Software licensing: whether the software can be copied without infringing copyrights;

Activity
As the head of an educational institution you have a role in ensuring that you get quality ICT
equipment for your institution.
i. Explain what steps you would take to ensure that you acquire quality ICT equipment for your
institution.

Procurement of ICT equipment

According to PPAD Act, 2015, the objectives for procuring ICT equipment are as follows:
i. Procure the most cost-effective equipment that conform to the current technology:
Procurement should achieve the lowest possible total cost, having regard to the following factors:
- The actual purchase price;
- Any hidden costs that arise from poor product quality, hidden defects, and poor supplier
- Optimal operating costs in the course of use of item or service; and
- The most current and appropriate technology for the users.

ii. Ensure timely settlement of supplier's bills as stipulated in the contract:

The procuring entities must ensure that bills are settled in a timely manner to avoid payment of
interest on overdue amounts,
iii. Separate procurement authorizations to enable checks in the procurement process:
e.g. setting specifications, evaluation and award of tenders should be divided among different
offices, committees and individuals, each with the appropriate expertise
iv. The suppliers' performance to be evaluated and feedback given to the suppliers:
- to ensure compliance with the conditions of contract and to enhance remedial measures.
v. Communication to and from suppliers using telephones, emails, interactive website
vi. Observe ethical practices in procurement:
Procurement should be ethically and efficiently carried out as provided for in the provisions of
the Public Procurement and Disposal Act.
vii. Maintain sound inter-departmental collaborations:
Collaboration is required in order to encourage professionalism in ICT procurement.
viii. Select reliable suppliers of high-quality ICT equipment and services:
Assessment and selection of capable suppliers is vital to the success of the procurement process
Guidelines on software and licensing
- Licensing forms a substantial portion of the total cost of ownership.
1. Manufacturer sets out the conditions of usage. Failure to adhere may lead to revocation
2. Ensure compliance to licensing requirements. Failiure leads to revocation
3. Agree with ICT vendors the licensing terms to be applicable in case of software upgrades.
4. Develop code of conduct for users of its ICT equipment to ensure compliance with licensing
5. Control employees' and third parties' access to ICT equipment to prevent licensing violation.
6. Keep records of software licenses for any inspection by copyright enforcement agencies.
7. Fully understand the terms of license, which can be very complex for larger institutions.
Outsourcing ICT services
- ICT outsourcing focuses on hiring a third- party company or service provider to do
ICT-related activities.
- ICT services may be outsourced subject to approval by the head of institution.
- Examples of ICT services that may be outsourced include:-
- Systems infrastructure transformation or ICT architecture upgrade;
- Application management and host services, data base services, firewall services
- Data management services;
- Web development and hosting;
- Application support and administration;
- Software development and software integration; and
Computer Safety and Maintenance
Computers need special care and attention in order to perform properly and safely.
Threats to the computer
i. Weather challenge: Extreme heat, cold, or humidity
ii. Damage: damaged cable prevent computer from communicating with I/O devices.
iii. Accidents: Fire and the potential for flooding during firefighting operations.
iv. Dust: damage hard drives and floppy disk drives and prevent computers from cooling
v. Malicious viruses/worms/malwares: A virus is a computer program that can copy
itself and infect a computer.

Conduct while in an ICT Room

i. Computer components should be kept dust-free. Avoid smoke, dust in computer rooms
ii. Keep all liquids and food items away from your computer.
iii. Never use your computer during a storm.
iv. Avoid dropping the hardware this could cause the components to break or stop working.
v. Proper shut down of computers should be followed to avoid disk failure
vi. Internet is the main transmission medium of Malicious software e.g. viruses.
vii. Avoid hardware connections when the computer is on, some drivers may not be loaded
viii. Avoid over bright and flickering computer monitors.
ix. Always sit upright to avoid muscle pains and back aches caused by poor sitting posture.
How to manage the computer room
- After the establishment of the computer laboratory, a number of precautions should be
observed to provide a safe conducive environment for teaching and learning .

It is important to observe the following precautions in an ICT laboratory:-

i. Avoid heat: Avoid direct sunlight and high temperatures that may damage hardware
components.
ii. Always use surge protectors: Uninterruptible Power supply or stabilizer to ensure
steady power supply to safeguard their system.
iii. Dust and dump control: When setting up the computer laboratory, consider a location
away from excessive dust. The room should have special curtains and computers should
remain covered using dust covers when not in use.
 iv. Regulate humidity: in computer laboratory it must be regulated at an optimum 50%.
v. Well lit: Radiation filter screens should be fitted to reduce the light that reaches the eye.
vi. Standard furniture: The table on which a computer is placed must be strong and wide
enough to bear the weight and accommodate all the peripheral devices
vii. Protection against fires: A computer room should have fire extinguishers of carbon
dioxide but not water or powder.
viii. Proper cable installation and placement. Cables should be preferably along walls,
avoiding danger of exposing the use to electric shock
ix. Burglar proofing avoid unauthorized access to computer room: Fit strong locks,
doors, windows and roofing. Security should be good to avoid thefts.
x. Ventilation should be good: Good aeration enables the computer to cool and hence
avoids overheating
Safety and Security of ICT Data and Equipment
- Data security is a set of policies and practices which helps to
⮚ Keeps data safe from being corrupted (made unusable)

⮚ Protected from unauthorized access.

⮚ Protect privacy and ensures that the individual who created the data will continue to
have access to it.
a) Back-up policies Backing-up means to make another copy of the data.
- Copy the data to a CD.
- In bank safety deposit boxes.
- In cloud.
b) Firewalls are security systems designed to prevent unauthorized electronic access to a
computer network.
c) Data theft is the term used to describe when information is stolen or copied from an
institution or individual.
d) Anti-virus programs: The most effective way to ensure protection from viruses is to use an
antivirus program that identifies and removes (or incapacitates) viruses.
e) Copyright/licenses: Copyright refers to the legal right granted to the creator of a original
work to have exclusive rights over that work for a certain period of time.
f) Access and control policy: ensure that access to the computer systems is properly
authorized and controlled. Ensure students safety and security while on internet.
g) Security of equipment: Ensure that ICT equipment is stored in a well- secured room/lab and
access to the resources is well-controlled. Maintain an inventory of all ICT equipment.

Computer maintenance involves the following:-

a) Cleaning: Computers require special cleaning even on the outside, including the
hardware parts such as the mouse and keyboard, in order to perform correctly.
b) Antivirus: Always use and regularly update antivirus software. Viruses and worms are
computer-unfriendly programs that can crash your system and cause irreparable damage.
c) Optimizers: Always use utilities like the optimizers that modify programs to make
computers to run more quickly.
d) Avoid Installation Marathons: Sometimes, installing a new program can cause conflicts
within your system.
 e) Defragment when necessary: Defragmenting your computer will organize files in a way
that the computer can easily access them.
Troubleshooting ICT equipment
• Troubleshooting is a form of problem solving, often applied to repair failed products or
processes.
• It is a logical, systematic search for the source of a problem so that itcan be solved, and
so the product or process can be made operational again.
Activity
(a). The Head teacher of Upendo school is hesitant to accept ICT equipment from the
Government after receiving reports that a neighbouring school was attacked by burglars who
stole the ICT equipment after seriously injuring the school watchman.
(b)As a parent, I want to know that my children are safe in school, I want to know that they are
empowered with the knowledge to be safe when they go online, and I want to know that staff have
a good understanding of what safe means in any context to do with ICT technology.
(c). With the ever increasing development of computer technology and the increasing number of
people who are computer literate, it is much more likely that our children will be victimized or
exploited in a computer environment.
• Discuss each of these scenarios in the context of computer safety in educational institutions.

E-Waste
• E-waste is a term used to cover almost all types of electrical and electronic equipment
(EEE) that has or could enter the waste stream.
• E-waste comprises discarded electronic appliances of which computers and mobile
phones make the great contribution due to their short life span.
• E-waste has damaging effects on the environment and to human health.
• E-waste is the most rapidly growing problem in the waste stream due to its quantity and
toxicity.
• Often, the toxic material is improperly disposed and thus poses a threat to human health
and the environment.
• E-waste may contain poisonous substances e.g. lead, tin, mercury, cadmium and barium.
• The effects of e-waste to human health and well-being include:
o respiratory problems,
o oxidative stress,
o DNA damage and the possibility of causing cancer.
Management of E-waste in Kenya
• Kenya now has the E-Waste plants set up within Nairobi to recycle all types of e-waste
and provide safe disposal. Some of these include, WEEE ([Link]).
• They accept, dismantle separate all e-waste components, not just the valuable resources.
• Plastics, glass, batteries are all disposed in accordance with the highest international
criteria
E-waste guidelines for schools
• Schools are recipients of electrical and electronic goods.
• Unfortunately, most of the second hand products are not inspected before they are
donated.
 • Coupled with poor handling and use, their lifespan becomes shorter resulting in huge
amounts of e-waste in most schools. In order to manage e-waste, learning institutions
need to:
1. create awareness and conduct sensitization campaigns on responsible ewaste
management;
2. develop Memorandums of Understandings (MOUs) with recycling companies for
take-back, recycling and re-furbishing of e-waste; develop mechanisms to ensure that
inspection certificates clearly specify end-of life date and who bears responsibility
thereafter;
3. develop and mainstream e-waste education in the curricula;
4. separate e-waste from other wastes to facilitate collection, treatment and recycling;
5. dispose e-waste generated to the e-waste collection centres;
6. sell or donate e-waste to licensed re-furbishers;
7. take back equipment to the manufacturer, importer or assembler, if they allow it;
8. dump e-waste at the licensed dumping site specified for the e-waste;
9. be responsible by following recommended disposal methods or procedures especially
dates of expiry or end of usage period of the product.
Current ICT Integration in Education Initiatives
• The Government of Kenya initiated the Digital Literacy Programme to support ICT
integration in education to address challenges of access, quality, relevance and equity in
education.
• To achieve ICT integration in education, initiatives such as capacity building of teachers,
and sensitization of the stakeholders has been ongoing across board.
The various initiatives that the government, private sector and the Development partners
have undertaken to entrench ICT integration in Education.
These incudes:
• Digital Literacy Programme Phase 1 & 2
• Computer for Schools Programme
• iMlango consortium
• Solar Powered Internet School (SPIS)
• Kenya Education Cloud (KEC)
• School Environmental Improvement and Capacity Building Project
• Primary Schools Digital Learning Project
Digital Literacy Programme Phase I
• The Digital Literacy Program was an ICT initiative which was implemented countrywide.
• The focus of the programme is to enhance learning in all Public
• Primary Schools in Kenya through the use of digital technologies.
Aims of Digital Literacy Programme
i. The government intends to support:-
ii. Development of innovation skills for a knowledge economy.
iii. Promoting Research and Development.
iv. Promoting locally assembled/manufactured goods and services.
v. Enhancing Job creation
• Implementation Model
The Digital Literacy Program is implemented through a multiagencyapproach that
consists of:
The DLP programme is anchored on five key interventions:
• Provision of content for digital learning
• Provision of digital devices for both learners and teachers
• Capacity development for teachers and implementers
• Establishment of local assembly for digital devices and related accessories
• Broadband connectivity Installation of Devices in Schools includes:
• Learner Digital Devices (LDD), Special Needs Learner Devices (SNLDD),Teacher
Digital Devices (TDD), Content Access Point (CAP), Projectors.
• Capacity building of Teachers
• Electrification of public primary schools
• Development of digital content
• Establishment of ICT devices assembly plants at Moi University and Jomo Kenyatta
University of Agriculture and Technology (JKUAT).
Challenges Facing Implementation of DLP I
i. Low teacher competences in ICT integration
ii. Inadequate Digital Content
iii. Technophobia amongst teachers
iv. Poor broadband connectivity
v. Theft of digital devices
Digital Literacy Programme Phase II
The Digital Literacy Programme Phase II will run from 2020 to 2023 and targets learners in
Grade 4 – 6. The components of DLP Phase II are: -
• Provision of advanced learner and teacher devices
• Provision of digital content for Grade 4 – 6.
• Capacity development for Teacher of upper grades
• Extension of power supply to the classroom
• Setup of smart classrooms for Competency Based Curriculum
• Broadband connectivity to schools

Other ICT Initiatives

Computer Programme for Schools
• Launched during the 2009/10 budget cycle as an Economic Stimulus Programme
 • Targeted mainstreaming of information technology in 20,000 public primary schools,
6,000 secondary schools, 22 Primary Teacher training Colleges(PTTCs), 2 diploma
collages and 10 model e-learning centres for
• Adult and Continuing Education
• At the secondary level the programme entailed provision of comprehensive ICT
infrastructure that included:
• Eleven desktop computers,
• Eleven UPSs, one laptop,
• One projector, one printer,
• Local area network, one year internet connectivity and
• Capacity building of principals and teacher
• To date over 2,800 secondary schools have benefited from this programme.
i-Mlango consortium
• Targets Girl Child Education in 4 counties (Uasin Gishu, Kajiado, Makueni and Kilifi).
• Solar Powered Internet School (SPIS)
• Implemented in Kajiado County by the Republic of Korea.
• The package includes provision of a fabricated container with tablets, solar panels and
batteries.
• Training of teachers in the benefiting school
Kenya Education Cloud (KEC):
• This is an innovation of KICD to facilitate online content curation and universal access to
quality education content through cloud technology.
• World Vision is currently sponsoring ICT integration in Narok and Kakamega counties.
• Elimika: this is an online teacher orientation course on curriculum and teacher Capacity
Building in ICT Integration by KICD.
• School Environmental Improvement and Capacity Building Project: Implemented by
Korea International Cooperation Agency (KOICA) in partnership with the Ministry. The
project is targeted at capacity building of teachers and learners
• Primary Schools Digital Learning Project: The Aga Khan Foundation (K) is providing
digital learning devices in three primary schools in Mombasa and Kwale Counties.

UNIT 8: PERTINENT AND CONTEMPORARY ISSUES IN ICT

Social media
Social Media can be defined as websites and applications that enable users to create and share
content or to participate in social networking
• Through social media forums, subscribed users can participate in discussions or join
chat rooms.
• Social media can play an important role in enhancing the learning experience, and
each social media platform brings its own set of strengths that can be leveraged
differently to support learning.
• Social media can be used to increase student engagement, get parents involved in their
children’s education, keep students up to date on important events, encourage
collaboration within classes, and serve as resources that students can reference later
• There may be skills acquisition associated with becoming familiar with different social
media platforms, but once mastered, these platforms can serve as valuable tools for
teachers
Use of Social Media in Education to Support Instruction
• Social media’s strength is in its ability to encourage collaboration and sharing, but
each social media platform has its strengths that can be used in the classroom.
• The list of social media sites is long, this review of social media in the classroom
focuses on five of the largest platforms in existence: Twitter, Facebook, Instagram,
YouTube, and Pinterest.

Twitter:
• Twitter has become more well-known than almost any other form of social media.
• The service allows for rapid communication and the sharing of ideas in a way that few
other forms of social media can.
• Twitter also has a unique format that allows teachers to take advantage of it in ways
that other social media formats are less adept at.
• Twitter relies on hashtagsto quickly spread messages and restrict conversations to
specific topics.
• Teachers can turn this reliance on hashtags to their advantage in the classroom.
• One of the simplest ways is by creating a hashtagthat’s unique to your classroom.
• It encourages discussion even for those shy learners who may not participate during a
face-to-face debate.
• For instance, #ClassBScience.
• You can also use the same Twitter feed to get class feedback. Say that you ask the class
a question and want to gather a few responses.
• You can ask your students to write up their responses and tag them with your
hashtagso that you can read a few responses to the classroom.

Facebook
• Facebook can be used as an organizational tool that helps you keep your class up to
date with assignments and changes to the course.
• To start your Facebook experience, you need to begin by creating a group on Facebook
specifically for your class.
• Students don’t have to join the group, but they should still be able to access the group
to find information that you post on there.
• A Facebook group is a great way for keeping your students up to date on what’s due
when and upcoming events.
• For instance, you can make a post to your group that includes a list of major dates,
including dates of quizzes and tests.
• Facebook can also be an important way of sharing resources with your students.
• By linking to the sources you can help your learners’ access materials directly. For
example, a video that your students watch and help them with an assignment.

Use of Facebook live feature

• Facebook Live is a feature of Facebook that lets users live stream directly to the social
network platform.
 • Viewers can react, share, and comment during the stream.
• A recording of the video is also published to the page or profile so it can be watched
again later.
• Teachers can use Facebook Live, a Facebook feature used to broadcast real-time video
to Facebook to broadcast a lesson during remote learning.

Instagram
• It is heavily focused on the sharing of visuals, including video and image.
• Teachers can leverage Instagram in unique ways to add creative elements to the class
and build friendships between students.
• For instance, teachers can use Instagram to enhance field trips.
• The memories of field trips can be captured and preserved using Instagram.
• This process can be made easier by coming up with unique hashtagsfor the field trip
pictures, such as #ClassBGeographyTrip.
• Those pictures taken by learners can be part of an activity. For example, if you take
your learners to a National park, you can request them to take photos of reptiles, trees
• Instagram can also be used as a way of generally showcasing student work.
• Using Instagram in this way can help you to better connect with parentscan easily look
up pictures of the sort of activities that their students are participating in.
• Helps to encourage parental participation in the school lives of their children

YouTube:
• YouTube is entirely focused on the creation and posting of videos, which can then be
shared among friends using the system’s in-built sharing features.
• For that reason, teachers can use it to find additional resources that they can use in the
classroom.
• It is possible to find entire channels dedicated only to creating educational content.
• Teachers’ can create channels that act as incredible resources for students.
• A language teacher, for instance, might find creative and engaging videos explaining
language concepts that students can reference.
• These videos can be organized in such a way that they discuss progressively more
difficult topics.
• Teachers who are most effective at using YouTube track down important channels,
identify valuable resources, and deploy those resources in the classroom.

Pinterest:
• Pinterestis an image sharing site.
• With Pinterest, users create online Pinterestboards. These boards are meant to discuss
a single topic.
• So, if a science teacher wanted to discuss respiration, they would create a Respiration
board.
• To that board, the science teacher can then pin images related to respiration.
• Informative graphics and charts can help students understand a topic better.
 • Pinterestallows teachers to engage students visually while also creating organized sets
of resources.
• Pinterestfunctions better as a resource because of this ability to organize images
through boards, which is a function that Instagram lacks.

Other social media tools include:

• Blogs with comment functionality to share and discuss information.
• Skypeto engage more deeply with the material and each other.
• Google Docs, Wikis and other collaborative document tools to store and refine data.
• Project Management Apps to foster and streamline collaboration.
• LinkedIn and other social networks to build connections.

Positive and Negative Impact of Social Media in Education

• In school, the use of online platforms such as school websites will give students the
right access to quality information about the school environment.
• Social mediahas a wider and faster means of circulating information not only to the
students of an institution but also to the generality of the public.
• The leading bad effect of social media is addiction.
• Constantly checking Facebook, Twitter, LinkedIn other social media updates.
• This addiction could negatively affect other valued activities like studies, taking an
active part in sports, real-life communication and ignoring ground realities.

Positive Impact
i. By spending so much time working with new technologies, students develop more
familiarity with computers and other electronic devices.
ii. The increased focus on technology in education and business will help students build
skills that will aid them throughout their lives.
iii. Talent discovery. Students can bring out their creativity through the development of
videos and music that can be shared through social media applications.
iv. A lot of the students were able to inform the public about their issues –
v. The use of social media can bring out awareness and help in problem-solving.
Learners can inform the public about their issues.
vi. The ease with which a student can customize their profile makes them more aware of
basic aspects of design and layout that are not often taught in schools.
vii. The ease and speed with which users can upload pictures, videos or stories has resulted
in a greater amount of sharing of creative works. The feedback from friends and
family helps learners refine and develop their artistic abilities and can provide
much-needed confidence.
Negative Impact
i. The popularity of social media, has created a lax attitude towards proper spelling and
grammar. This reduces a student’s ability to effectively write without relying on a
computer’s spell check feature.
 ii. Many students rely on the accessibility of information on social media and the web to
provide answers. That means a reduced focus on learning and retaining information.
iii. Reduction inability to retain information, and the willingness to spend more time
researching and looking up good information due to the ease of accessibility to
information on social media.
iv. Students, who attempt to multi-task, checking social media sites while studying, show
reduced academic performance. Their ability to concentrate on the task at hand is
reduced by the distractions that are brought about by YouTube, Facebook or Twitter.
v. The more time students spend on social sites, the less time they spend socializing in
person.
vi. Students who spend a great deal of time on social networking are less able to
effectively communicate in person.
vii. One of the issues involved with integrating social media into the classroom is the risk
of the loss of privacy. Posting to social media makes students’ usernames available for
others to find.
viii. Students are having a harder time getting to communicate face to face with people, and
are losing their people skills, due to spending more time talking from behind a screen.

Activity
Social media is becoming increasingly important part of students’ lives. To be true digital
citizens, our students need teachers who model pro-social, creative, and responsible social
media use.
[Link] mechanisms a school can put in place to ensuring those students’ personal
information remains confidential on social media.

Online Communities
• An online community is a group of people with common interests who use the Internet
(web sites, email, instant messaging, etc.) to communicate, work together and pursue
their interests over time.
• Some Web sites provide tools that allow you to exchange ideas and information in an
open interactive forum.
• You can participate and interact with other online users.
• Some Web sites allow you to add your responses or views to an ongoing conversation
when other users are not online.
• Some online communities provide a facility for sending e-mail messages about the
details of discussions.
Steps for Creating an Online Community
i. Create an account: Use a social networking tool like Facebook, Twitter, Google etc.
and join using a valid email address. The signup process is just one page with a few
simple details like your name, password and email address.
ii. Create a new online group: Online groups are like mini-communities. You can
customize the look of your group by selecting a design template and then upload your
group logo.
iii. Invite people to your group: control who can join or view your online group.
Examples of Online Communities
•Facebook- social networking website that allows registered users to create profiles, upload
photos and videos, send messages and keep in touch with friends, family and colleagues.
•Twitter-allows registered members to broadcast short posts called tweets. Twitter members
can broadcast tweets and follow other users' tweets by using multiple platforms and devices.
•Wikipedia- Anyone registered on the site can create an article for publication; registration is
not required to edit articles. Wikipedia was founded in January of 2001.
•LinkedIn- designed specifically for the business community. The site allows registered
members to establish and document networks of people they know and trust professionally.
•Pinterest-Is a social curationwebsite for sharing and categorizing images found online.

Activity
Successful online communities of practice for educators utilize networking technologies to
increase communication, collaboration, and support among teachers, administrators,
researchers, and other related professionals and stakeholders. These communities enable
educators to gain equitable access to human and information resources that may not be
available locally. This access helps to reduce feelings of disconnectedness or isolation that
educators often experience.
i. Identify education networks in Kenya that could be converted into online communities.

Artificial Intelligence (AI)

• Artificial Intelligence (AI) can be defined as the science and engineering of making
intelligent machines, especially intelligent computer programs.
• It is related to the similar task of using computers to understand human intelligence.
• It leverages computers and machines to mimic the problem-solving and
decision-making capabilities of the human mind.
• The modern AI approach differentiates computer system based on rationality and
thinking vs. acting

i. Human approach:
- Systems that think like humans
- Systems that act like humans
ii. Ideal approach:
- Systems that think rationally
- Systems that act rationally

Artificial Intelligence Applications

•Speech recognition: a capability that uses natural language processing (NLP) to process
human speech into a written format.
•Customer service: Online virtual agents are replacing human agents along the customer
journey. They answer frequently asked questions (FAQs) around topics
•Computer vision: Computer vision may have applications that allow photo tagging in social
media, radiology imaging in healthcare, and self-driving cars within the automotive industry.
•Recommendation engines: AI algorithms can help to discover data trends that can be used
to develop more effective cross-selling strategies.
•Automated stock trading: AI-driven high-frequency trading platforms make thousands or
even millions of trades per day without human intervention.

Use of Artificial Intelligence in Education

- Artificial intelligence is growing rapidly with the potential to change the face of the
education sector massively.
- It will change how teachers go about their jobs and the educational best practices to
apply.
- AI has the power to not only transform the way teachers can do their job but also
revolutionize the way students learn.

The following are some roles that artificial intelligence is play in education.
a)Task Automation:; grading tests, evaluating homework, filing the necessary paperwork,
making a progress report, organizing resources and materials for teaching, managing teaching
materials, etc.
b)Personalized Learning: AI can ensure that educationalsoftwareis personalized for
individuals. Emphasizes each learner’s needs, highlighting specific topics the learner is weak
in and repeating subjects they haven’t mastered.
c)Universal Access: Educational classrooms can be made available “anytime, anywhere” to
all students through AI tools, even to those learners with special needs.
d)Content Creation: The learning content and materials can be customized according to the
likes of the learners using artificial intelligence.
AI can help teachers create different content types:
- Digital lessons: AI can help in generating study guides, digital textbooks, all within the
framework of digital learning.
- Information visualization: teachers can make use of AI to create simulation,
visualization, and web-based study environments which are different ways to perceive
information.
- Learning content updates: AI can be utilized to undertake a regular update of learning
content to ensure that the information is up-to-date.
e)Teacher Development: AI will ensure that teachers have comprehensive information
available to them to allow them to keep themselves educated in things that they didn’t know
or improve their knowledge thus put them in a better position to teach 21st-century learners.
f)Identify Classroom Weakness: AI can complement the teacher’s work in a classroom to
identify some of the weaknesses within the classroom.

Artificial Intelligent in School Management

- Learning and education consist of many administrative tasks.
- Some of these tasks are learners’ admission applications and processes.
- In addition, education institutions are also dealing with hiring human resources and
analysingtheir job application and offering security.
- AI applications are nowadays helping institutions to manage the above-mentioned
tasks more easily.
- AI has proved beneficial when it comes to offering security in schools.
Biometric Application in Education
- to identifying learners, access control, and personal data management,
- it collects unique human characteristics for each person.
Biometrics allows academic institutions to:
• Save time and money
• Improve educational and non-educational activities
• Offer convenience, safety and security.
A school can make use various biometric for:
- School access, control of attendance, access to library and media centre, bus
transportation, control staff time, among others.
Use of AI in Offering Security
• Schools have a duty of care to look after the learners they teach.
• Many schools are deploying the latest video surveillance technologies school-wide.
• Security cameras don’t just record and store video footage. They also have features
such as:
- Ability to easily access archived or live feed videos on any device or browser
- Instant alerts sent to appropriate personnel in any meaningful event
- Live feed link sharing via SMS; send to first responders in case of an emergency for
dramatically reduced response time
- Solid-state storage (SSD) –no DVRs or NVRs
- AI-designed capabilities allow for face, clothing, and vehicle filters and search
- License Plate Recognition for enhanced parking lot security
- Analytical insights and trends are easily accessed from the dashboard

Coding and Robotics

- Coding and Robotics are closely related.
- They are a fascinating field of Computer Science.
- Coding is the process of transforming ideas, solutions, and instructions into the
language that the computer can understand –that is, binary-machine code.
- Coding is how humans are able to talk with computers.
- It involves communicating and giving instructions for different actions we want our
computers to perform using a computer programming language.
- Robotics combines the use of electronics, mechanics, and coding software to program
robots to do particular jobs.
- Robotics is a great way to introduce learners to STEM-based learning at an early age.
- A robot is an automated machine that is able to perform certain tasks based on the
inputs taken by sensors.
- A robot should be programmed in order to function as expected. Nowadays, most
human tasks are automated as a result of robotics.
- The application of artificial intelligence and machine learning in the design of robots
has led to the production of intelligent robots that can function almost like humans.
Difference between Coding and Robotics Programmes
• In a learning environment set up, a typical coding enrichment programme could cover
some aspects of animation and game creation.
 • Common among all these programmes is that the learner is working on a digital
project and might acquire digital literacy skills.
• Most learners coding programmes involve a graphical drag-and-drop block-based
programming interface.
• In this case, learners do not need to memorize programming syntax and most learners
find it easier to click on programming icons rather than type out codes on a keyboard.

⮚ Generally, robotics or coding programmes are not recommended for learners below the
age of eight (8) years because most of them are still developing their cognitive abilities
such as reasoning, abstract thinking or complex idea comprehension
⮚ Robotics enrichment programmes involve hardware which at the minimum consists of
a microcontroller (brain), sensors, and actuators (motors, relays).
⮚ Robotics and coding enrichment programmes may be one way to introduce
computational thinking and programming skills to learners at an early age.
Application of Coding and Robotics in Learning
• Learners can apply their knowledge and skills in coding to develop educational
animations and educational games using block-based programming.
• Develop more complex programmes like codes which can help in solving quadratic
equations using more advanced programming languages like python.

Ethical and Moral Issues Related to ICT use in Learning

• The consistent use of ICT in the modern world opens up countless opportunities for
individuals and institutions but also raises difficult ethical and legal challenges.
• The key issues surrounding application of ICT are; privacy, ownership, responsibility,
professionalism, social implication and values.
• These moral challenges arise in part because electronic environments afford new types
of actions such as copying software and hacking which may require new moral codes.

The diagram below gives a summary of areas of concern in learners’ safety:

Below are explanations of ethical and legally questionable behaviour in the use of ICTs:
i. Cyber stalking:this refers to the use of the internet or other electronic means to harass an
individual, a group of individuals, or an organization. Learners may experience any one of the
following as forms of cyber stalking:
- False accusations or statements of fact (defamation)
- Trailing
- Making threats
- Identity theft
- Intimidation
- Damage to data or equipment
- Gathering information that may be used to harass someone
ii. Online predation:this is the act of engaging an underage into sexual relationships through
the internet.
iii. Hacking:This refers to malicious or fraudulent behaviour or harmful access to
information leading to abuse of that knowledge or malicious damage of that data.
iv. Gaming: Internet connected games also enable children to interact with strangers, some of
them can be bad influence or can bring harm to children. A good example is the “blue whale”
game, which has led to youngsters committing suicide.
[Link]: This is the attempt to obtain sensitive information such as usernames, passwords,
and credit card details (and, indirectly money) often for malicious reasons, by disguising as a
trustworthy entity in an electronic communication.
[Link] Crimes: These are crimes that target a person because of hostility or prejudice
towards his/her disability, race, ethnicity, religious beliefs, sexual orientation, political
affiliation, culture or gender.
[Link] and insensitivity:To harass, control, manipulate or habitually disparage
individuals, businesses or groups without causing physical harm
[Link]:it is a false statement that significantly damages the reputation of an
individual or an institution. Reputation and privacy matters of individuals are protected by
defamation laws.
[Link] Social Networking: Through social networking, learners may be exposed to threats
such as identity theft, pornography, fraud etc.
[Link] Mapping: Someone with malicious intentions can access your location and this can
pose a threat to you.
[Link]-Sharing through mobile devices:Most of the mobile phones we use today have
cameras. Learners are fond of sharing media with friends and relatives. However, this can lead
to sharing of inappropriate personal photos and video clips. Mobile.
[Link] piracy:This refers to the unauthorized copying of software.

[Link]: an act of fraud, involves both stealing someone else's work and lying about it
afterward.
[Link] infringement: a violation of an individual or organization's exclusive rights.
It describes the unauthorized use of copyrighted material, such as text, photos, videos, music,
software, and other original content.
[Link]:They could be a words, phrases, symbols, and/or designs that identify and
distinguish the source of the goods of one party from those of others.
Ethical Use of Computers and other Online Communication Tools
The following can guide you in ensuring appropriate use of ICTs:
- You are not allowed to use computers to harm others.
- It is unethical to use computers to steal other people’s information.
- Never access private information without owner’s authority.
- Avoid copying, sharing or using copyrighted software without the author’s permission.
- Maintain and protect your privacy and that of others while online.
- You are not allowed to use another user’s computer resources without permission.
- Report any illegal use of internet immediately to local law enforcement office and also
to the internet providers.
- Safeguard your user ID. Never share your user Id and password or write it anywhere
on a piece of paper.