TECHNOLOGY RESOURCES FOR TEACHING SECONDARY MATHEMATICS: LESSONS FROM EARLY AND LATE ADOPTERS OF TECHNOLOGY IN KENYA

Oct 15, 2026

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Study of technology-resource adoption among secondary mathematics teachers in Nairobi County during summer 2013 using Rogers’ diffusion of innovation theory. Teachers were classified as early or late adopters based on technology availability and instructional use at schools. Interviews and classroom observations involved six teachers, three per category. Results link early adoption with perceived benefits and reveal late adopters’ views on poor compatibility, shared concerns about complexity and insufficient training, and barriers from scarce resources and school computer departments. Findings recommend adequate teacher training and broader access to technology resources in classrooms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Technology’s potential to transform education

Kenya’s ICT policy and mathematics/science goals

Factors influencing technology adoption in mathematics teaching

Asian Journal of Contemporary Education DOI: 10.18488/journal.137.2018.21.43.52 Vol. 2, No. 1, 43-52 © 2018 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com) TECHNOLOGY RESOURCES FOR TEACHING SECONDARY MATHEMATICS: LESSONS FROM EARLY AND LATE ADOPTERS OF TECHNOLOGY IN KENYA Leonard M. Kamau1 Jonathan Mwania2+ Antony K. Njue3 1,3Department of Educational Communication and Technology, South Eastern Kenya University, Kenya 2Department of Educational Psychology, South Eastern Kenya University, Kenya (+ Corresponding author) ABSTRACT Article History Received: 25 May 2018 Revised: 19 June 2018 Accepted: 24 June 2018 Published: 13 April 2018 Keywords Technology Diffusion of innovation Theory Early adopters Late adopters Teachers Mathematics Kenya. This study investigated the extent to which access to technology resources influenced their adoption by mathematics teachers in their teaching. The study conducted in Nairobi County in the summer of 2013 applied Rogers’ diffusion of innovation theory. Participants were categorized either as early or later adopters of technology based on availability of technology or whether or not they had adopted technology for instructional purposes at their schools. Six teachers were selected; three in each category for interviews and classroom observations. The findings revealed that early adoption of technology was associated with the teachers (early adopters) belief that technology would benefit them and their students. Late adopters on their part tended to believe that technology was not compatible with their instructional needs. Interestingly, both categories of adopters agreed that technology was complex to use for instructional purposes pointing towards lack of adequate training. Similarly, both groups considered computer department in their schools a hindrance to technology adoption. Findings also highlighted the scarcity of technology resources which impacted negatively on the process of adoption. These findings suggest that teachers be trained adequately and role of the computer department as the custodian of technology at schools be liberalized. Additionally, stakeholders are advised to consider installing technology resources in classes to encourage their use rather than locking them in laboratories. Contribution/ Originality: This study documents the primary role played by resources for teaching secondary mathematics and lessons from early and late adopters of technology in Kenya. The study makes suggests that schools develop technology plans to facilitate effective technology adoption, school managers leading in formulating the plans based on research and successful models. 1. INTRODUCTION The evolution of technology has the potential for transforming teaching and learning in schools. Hew and Brush (2007) observed that since the “birth of the motion picture in 1922 to the advent of the computer in the mid- 1970s educators have been intrigued with the potential of technology to help transform education and improve student learning” (p. 224) . As a result of the benefits associated with technology use in education, "both developed and developing countries are bringing about educational reforms, with a clear focus on [technology] integration in education”(Jhurreev, 2005) . Kenya is one such country that has made considerable strides to introduce technology in education to support teaching and learning in various levels of education, basic level (primary and secondary) of education included. Realizing the importance of technology in education and buoyed by prosperity goals of the Kenya Vision 2030, the Government of Kenya (GoK) in 2006 through the Ministry of Information, Communication and Technology, developed the National ICT Policy that sought to “facilitate sustained economic growth and poverty reduction, promote social justice and equity, mainstream gender in n

FAQs

How were teachers classified as early or late adopters in the study?

Teachers were categorized as early or late adopters based on the availability of technology and whether they had adopted technology for instructional purposes at their schools.

What main belief difference emerged between early and late adopters?

Early adopters tended to believe technology would benefit them and their students, while late adopters more often believed technology was not compatible with their instructional needs.

What barriers affected technology adoption according to both teacher groups?

Both groups agreed that technology was complex to use for instructional purposes, indicating insufficient training, and both viewed the computer department as a hindrance. The study also reported scarcity of technology resources impacting adoption negatively.

Oct 15, 2026

Uploaded by Dipper