Kiswahili usage in ICT in NEPAD secondary schools in Kenya

Abstract

There has been tremendous increase in Kiswahili usage in Information and Communication Technologies (ICT). This has been credited to the various projects that have been initiated in the computer and internet. In addition, Kiswahili is among the languages that have been accepted for use in ICT.

This paper discusses Kiswahili usage in ICT in two New Partnerships for Africa's Development (NEPAD) sponsored schools in Kenya that use Microsoft software: Chavakali and Maranda Boy's secondary schools. This study is guided by a model developed from a combination of two theories: Use and Gratification theory and Symbolic Interaction theory. Data from the two schools are analyzed using qualitative and quantitative analysis.

An attempt is also made to demonstrate that Kiswahili usage in ICT in school is influenced by the language used in teaching and learning in school. The data for this work came from 120 students selected through simple random sampling and 8 teachers of Kiswahili from the two schools selected through saturated sampling technique.

From the analysis of the responses from the study it is evident that a small percentage of teachers and students use Kiswahili in ICT in school. However, the study was able to come up with various uses of Kiswahili in ICT such as accessing the internet, learning and communicating with friends through email.

Keywords: ICT, NEPAD, Kiswahili, Kenya, Chavakali Boys Secondary school, Maranda Boys Secondary School.