Abstract: The rapid growth in Information Communication and Technologies (ICT) has brought remarkable changes in the twenty-first century. There is a growing demand on educational institutions to use ICT to teach the skills and knowledge. Scholars and policymakers alike have valued the potential of digital technology to revolutionize the education system. However, notwithstanding the exhilaration around technology, the technology may not have the power to change teaching and learning practices. Indeed, intrinsic barriers, such as preexisting teaching beliefs, attitudes toward the educational value of technology, and comfort with technology have been shown to influence the ways in which teachers use technology in the classroom. This study sought to assess the effect of teachers’ capacity, resource availability, stakeholder participation and leadership on implementation of digital learning in primary schools in Dagoretti Sub-County. This study was guided by Resource-Based Theory, The Diffusion of Innovation (DOI), social constructivism, and Technology Acceptance Model (TAM). This study employed descriptive survey. The target population was made of the 24 head teachers, 243 upper primary classroom teachers in the 24 public primary schools in Dagoretti Sub-County. From the population the study picked a sample of 24 head teachers, 143 upper primary classroom teachers through random sampling technique. To collect primary data a semi-structured questionnaire with both close ended and open-ended questions were used. Pilot study was done to establish reliability and validity of the research questionnaires. The researcher had the questionnaires filled in and then collected them later through drop and pick later method for the ones personally delivered. The data was then analyzed using descriptive statistics. The Likert scale was used to analyze the mean score and standard deviation. The findings were presented using tables and graphs for further analysis and to facilitate comparison, while explanation to the table and graphs were given in prose. The study revealed that most of the teachers in Dagoretti Sub-County had negative perception and attitude towards the implementation of digital learning, most of the teachers also lacked basic skills and education that could smoothly support the implementation of digital learning, most of the schools lacked adequate resources for the implementation of digital learning. there lacked strong management team to oversee the implementation of digital learning in their schools the stake holder co-operation was below necessitated levels and that there lacked strong measures that would ensure sustained relationship. Stakeholder participation and commitment highly influenced the implementation of digital learning in primary schools. The study concludes that teacher’ capacity, stakeholder commitment, leadership and resource availability influenced the implementation of digital learning in primary schools. Study recommends that adequate measures need to be put in place to promote teacher capacities, efforts should be concentrated on training and development, and the state government in collaboration with school management need to ensure allocative efficiency of resources as this was found to be a key crucial factor in digital learning implementation. stake holders who include the government, TSC, parents, donors, school management and pupils must be fully engaging in the implementation process, the role for every stake holder must be clear to avoid conflict in implementation and that the management must adopt the right transformational leadership that will positively propel the (change) implementation of digital learning in primary schools in Dagoretti sub-county.
Keywords: Implementation, Digital Learning.
Title: Factors Affecting Implementation of Digital Learning in Primary Schools: A Case of Dagoretti Sub County, Nairobi County
Author: Inyambukhu Dickson, Prof Mike Iravo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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