Effectiveness of Information Communication Technology on Education in Kenyan Universities

  • Justus Odongo Kiche Kenyatta University
Keywords: Kenya, Nairobi, Information Communication Technology, CT for Lecturing, ICT for Learning, Education, University
Share Article:


Information and Communication Technology (ICT) has been growing faster and having influence in society and daily life. It has been a vital instrument in giving higher education to the people. Integration of ICT assisted lectures to the global requirement to replace traditional lecturing methods with a technology-based lecturing and learning tools and facilities. ICT has a major role in giving access to information. Its application and having skills, knowledge and expertise was very critical. In the 21st century, the issue of ICT has made the level of education escalate in our Kenyan Universities. ICT has been considered as one of the main elements in transforming the country to the future development. Educational Sustainable development was the development that met the education needs of the present without compromising the ability of future generations. As examples of Sustainable Development Goals (SDGs), there was need to improve education status within our country. The study aimed to evaluate the effectiveness of ICT in universities of Kenya. The study was grounded on Constructivist learning theory. The researcher adopted a mixed methodology approach to carry out the study, since it had both qualitative and quantitative aspects. Concurrent triangulation design was used. The study was carried out in Nairobi County. The researcher used a questionnaire and an interview schedule to collect views on the effectiveness of ICT on education in universities of Kenya. Secondary data were obtained from books, journals, published and unpublished reports from education centres, libraries, and web-based materials. The collected qualitative data were organized into themes and contents. Descriptive statistics was used to analyse the quantitative data obtained. That specifically mean, standard deviation, and inferential statistical analysis of correlation to test the relationship between the dependent and the independent variables. The study justified that there was an important positive association between all the measures of ICT and education in universities of Kenya. The results showed that ICT had impact on lecturers and the students. Findings further indicated that lecturers used ICT tools and facilities to lecture. The university management to provide resources to train lecturers on ICT matters


Download data is not yet available.


Bates, T. (2000b). Taking control: Managing teaching technologies: Strategies for college and university leadership. San Francisco, CA: Jossey-Bass Publishers.

Bates, T. (2001a). International distance education: Cultural and ethical issues. Distance Education, 22(1), 122-136.

Blurton, C. (1999). New directions of ICT-use in education. UNESCO. Retrieved from


Breen, R., Lindsay, R., Jenkins, A., & Smith, P. (2001). The role of information and communication technologies in a university learning environment. Studies in Higher Education, 26(1), 95-114.

Cox, M. J., & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education and information technologies, 12(2), 59-70.

Farrell, G., & Wachholz, C. (2003). Meta-survey on the use of technologies in education in Asia and the Pacific. Bangkok, Thailand: Asia Pacific Regional Bureau for Education, UNESCO.

Guri-Rosenblit, S. (2006). “Distance education” and “e-learning”: Not the same thing. High Education, 49, 467-493.

Hefzallah, I. M. (2004). The new educational technologies and learning: Empowering teachers to teach and students to learn in the information age (2nd ed.). Springfield, IL: Charles C Thomas Publisher Ltd.

Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument. Australian Educational Computing, 27(3), 26-35.

Jones, S., & Cresse, E. L. (2001). E-education: Creating partnership for learning. Melbourne, VIC: School of Information Management, RMIT University, 1-16.

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20, 1-17.

Kirkwood, A., & Price, L. (2006). Adaptation for a changing environment: Developing learning and teaching with information and communication technologies. International Review of Research in Open and Distance Learning, 7(2), 1-14.

Kozma, R. (2002). ICT and educational reform in developed and developing countries. Retrieved from http://web.udg.edu/tiec/orals/c17.pdf

Lai, K. W. (2011). Digital Technology and the culture of teaching and learning in higher education. Australasian Journal of Educational Technology, 27(8), 1263-1275.

Liu, T. C., Wang, H. Y., Liang, J. K., Chan, T. W., Ko, H. W., & Jang, J. C. (2003). Wireless and mobile technologies to enhance teaching and learning. Journal of Computer Assisted Learning, 19(3), 371-382.

Melhuish, K. & Falloon, G. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand Schools, 22(3), 1-16.

Mohamed, N. (2006). An exploratory study of the interplay between teachers’ beliefs, instructional practices & professional development. (Unpublished PhD thesis, University of Auckland, Auckland, New Zealand).

Punie, Y. (2007). Learning Spaces: An ICT-enabled model of future learning in the knowledge-based society. European Journal of Education, 42(2), 185-199.

Sealy, W. C. (2003). Empowering development through e-government: Creating smart communities in small island states. International Forum and Library Review, 35(2-4), 335-358.

Sife, A. S., Lwoga, E. T., & Sanga, C. (2007). New technologies for learning and teaching: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 3(2), 57-67.

Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 449-460). New York, NY: Springer.

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., Mathewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J., & John, P. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20(6), 413-425.

UNESCO. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. United Nations Education, Scientific, and Cultural Organization. Paris: France: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001295/129538e.pdf

Walsham, G. (1995b). The emergence of interpretivism in IS research. Information Systems Research, 6(4), 376-394.

18 October, 2023
How to Cite
Kiche, J. (2023). Effectiveness of Information Communication Technology on Education in Kenyan Universities. East African Journal of Information Technology, 6(1), 220-230. https://doi.org/10.37284/eajit.6.1.1525