http://localhost:8282/xmlui/handle/123456789/8 2026-04-05T21:09:19Z 2026-04-05T21:09:19Z Mwangi, Robert Kimani Gikandi, Dr. Joyce Muchiri, Geoffrey Prof. http://localhost:8282/xmlui/handle/123456789/134 2022-03-22T11:54:43Z 2016-12-01T00:00:00Z

ICT INFRASTRUCTURE CHALLENGES IN ADOPTION AND USE OF SCHOOL MANAGEMENT INFORMATION SYSTEMS IN SECONDARY SCHOOLS, IN KIAMBU COUNTY, KENYA Mwangi, Robert Kimani; Gikandi, Dr. Joyce; Muchiri, Geoffrey Prof. Adoption and use of SMIS in schools in Kenya faces several challenges, including lack of ICT infrastructure. For schools to benefit from using SMIS, necessary ICT infrastructure is needed. This study explored the available ICT infrastructure that influenced the process of adoption and use of SMIS in secondary schools in Thika West Sub- County, Kiambu County. The study adopted a descriptive survey research design. 15 (40%) schools were purposefully sampled through stratified sampling from a target population of 38 school for the study. 240 respondents were sampled through stratified random sampling. 180(75%) questionnaires were appropriately filled and returned. Data collected was analyzed by use of descriptive and inferential statistical techniques after which results were presented in tables. The study findings established that there was inadequate ICT infrastructure necessary for adoption of SMIS in Kenya. More ICT infrastructure necessary for adoption of SMIS should be availed in secondary school. In addition, continued professional development of teachers is central to successful adoption of SMIS in schools. Generally, teachers had positive attitudes towards adoption and use of SMIS in schools. Mount Kenya University ,Kenya Murang’a University College Kenya

2016-12-01T00:00:00Z Mwangi, Robert Kimani Njeru, Mwiti Kevin Munene, Zipporah Njagi, Kevin Murithi Mbagara, Bildad Kaaria, Karwitha Joy http://localhost:8282/xmlui/handle/123456789/133 2020-01-27T10:06:45Z 2015-03-01T00:00:00Z

TOWARDS GREEN ICT DRIVEN ECONOMIES: ASSESSING THE GOVERNMENTS ROLE IN GREEN ICT ADOPTION Mwangi, Robert Kimani; Njeru, Mwiti Kevin; Munene, Zipporah; Njagi, Kevin Murithi; Mbagara, Bildad; Kaaria, Karwitha Joy This paper analyzes the role of the government in establishing green ICT within organizations. Looking at the practices currently adopted by governments, this paper identifies some of the most important areas through which the low carbon value added by new technologies could be increased. Drawing on evidence from other countries around the world, practitioners and from the academic community we can see that there are similarities between the approaches taken by a number of governments, but we can also see that this area of activity will need to be context-specific as well. As we move forward, areas of focus will become more obvious for particular countries and regions, where they have a unique role to play and can add more value. We achieve this by adopting two approaches. One is by investigating what other countries have done as regards to entrenching green ICT in their countries, second was by an analysis of the Kenyan context which took a case of the Kenyan government’s ministry of Information Communication Technology (ICT) and the national environmental management Authority (NEMA) to find out the extent of government support for businesses and the implementation of Green ICT within the core functions and departments of the organization. Data collection was then carried out within two major ICT consumer companies to find out the level of green ICT adoption within them and the way forward, as well as gauge the level of user awareness on green ICT concepts. The paper concludes by making recommendations which could help the government to invest more on green ICT, develop a green ICT policy to guide in green ICT adoption and support for organizations implementation of green ICT. . KCA University, Department of Information Technology Mount Kenya University, Department of Information Technology

2015-03-01T00:00:00Z Njurai, Evelyn http://localhost:8282/xmlui/handle/123456789/131 2017-02-03T08:17:59Z 2017-01-01T00:00:00Z

LANGUAGE PRACTICES OF TRILINGUAL UNDERGRADUATE STUDENTS ENGAGING WITH MATHEMATICS IN KENYA Njurai, Evelyn This study explored language practices of trilingual undergraduate students of mathematics as they made sense of an algebraic task. Specifically, the study set out to explore whether, how and why trilingual undergraduate students used language(s) to make sense of mathematics. In this study a trilingual speaker is viewed as an individual proficient in three languages and whose proficiency in the languages is not necessarily equal. The speaker uses the three languages either separately or by switching between any two in ways that are determined by his/her communication needs. Exploring language practices helped me to understand how students position themselves as they engage with a mathematics task using mathematical Discourses (capital D) in relation to their trilingual language facility. This facility involves the use of either the language of learning and teaching (LoLT) (English) or the switching between two or three of the languages they know. These languages were home languages, including Kiswahili of the students. In tertiary institutions, English is the LoLT while the home languages are neither taught nor used in the classroom. The study used a qualitative inquiry process, specifically a case study approach. It was conducted at a public university in Kenya with a focus on first-year engineering students with mathematics in their programme. Data were collected using a students‟ questionnaire, and clinical and reflective interviews. A structured questionnaire was used to gather the baseline data, which was used for the selection of 15 interview participants. The clinical interviews provided information on language use as the students engaged with the task, explaining each step of the process, while the aim of the reflective interviews was to identify, ascertain and confirm various actions and different languages and language practices that were not apparent during the clinical interview. The interviews were transcribed and 11 paired transcripts were selected for analysis. The data were analysed using the methods of Discourse analysis (Gee, 2005). This analysis explored how students used language in tandem with non-language “stuff” in a single language or when switching between any two languages and how and why each was used. The focus was on the activities and identities they enacted through their interpretation of the given task and in part of the solution process. The findings revealed that when students engaged with mathematics, they drew on the LoLT only, or switched between the LoLT and their home languages or between the LoLT, home languages and Kiswahili. Those who switched did so when they were faced with interpretation challenges, when there was need to emphasise a point and due to habitual practices of switching. They commonly switched silently and communicated verbally in the LoLT. The purpose for code switching was to gain understanding of the task. On the other hand, a trilingual student is likely to remain in the LoLT because content has been taught and tasks presented in the LoLT. The key contribution of this study is its focus on the trilingual language context of undergraduate students of mathematics, an area that has not been researched up to now. Furthermore, this study has added to scholarly work in this discipline by establishing that code switching is not the preserve of students who are learning the LoLT; rather, it is a reality for trilingual students who are competent in the LoLT when they engage with mathematics.

2017-01-01T00:00:00Z