Call for Paper - January 2023 Edition
IJCA solicits original research papers for the January 2023 Edition. Last date of manuscript submission is December 20, 2022. Read More

ICT Characteristics of Tablets used on Children Learning Experience Case for Kalawa Primary School Kenya

International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
Year of Publication: 2017
George Sino

George Sino. ICT Characteristics of Tablets used on Children Learning Experience Case for Kalawa Primary School Kenya. International Journal of Computer Applications 160(2):13-17, February 2017. BibTeX

	author = {George Sino},
	title = {ICT Characteristics of Tablets used on Children Learning Experience Case for Kalawa Primary School Kenya},
	journal = {International Journal of Computer Applications},
	issue_date = {February 2017},
	volume = {160},
	number = {2},
	month = {Feb},
	year = {2017},
	issn = {0975-8887},
	pages = {13-17},
	numpages = {5},
	url = {},
	doi = {10.5120/ijca2017912969},
	publisher = {Foundation of Computer Science (FCS), NY, USA},
	address = {New York, USA}


Technology in teaching and learning is key to improving learning experience in the current generation where electronic media is a necessity. The government of Kenya launched a program to issue laptops to public class one primary school pupils with a common goal, i.e. to realize a better learning experience so us to cop up with the rapid growth of technology. Even though standards in various areas are already in place it was found necessary to focus on the ICT characteristics of the tablets being acquired and if contented with the tablets characteristics. Objective is to establish the effects of software, hardware, internet characteristics of tablets used on children learning experience case for Kalawa primary schools Kenya. Pragmatic approach was used to help us establish the direction and magnitude of the variables. The technique used was both qualitative and quantitative approach, the type of research is descriptive. 52 pupils completed close ended questionnaires. 9 pupils from the same sample size were interviewed. The hardware characteristic’s had a Sig. value of .039 less than 0.05 which statistically made a significant contribution in the learning experience. Limitation is that it may not be generalized when trying to deeply assess learning experience with tablets. Finally ICT characteristics have a great impact, good design features lead to a meaningful learning experience compared to a tablet with poor design features. Pupils were very much interested in using their tablets to learn this gives more learning opportunities to children in the country.


  1. Adedokun-Shittu, N. A., & Shittu, A. J. K. (2013). ICT impact assessment model: An extension of the CIPP and the Kirkpatrick models. International HETL Review, 3(12), 1-26.
  2. Balanskat, A., & Blamire, R. (2007). ICT in Schools: Trends, Innovations and Issues in 2006-07. European Schoolnet.
  3. Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report. European Schoolnet.
  4. Barr, A., Gillard, J., Firth, V., Scrymgour, M., Welford, R., Lomax-Smith, J., Constable, E. (2008). Melbourne Declaration on Educational Goals for Young Australians: ERIC.
  5. Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855. doi:
  6. Borg, W., & Gall, M. (1989). Educational Research: An Introduction () Longman. New York.
  7. Cavus, N., & Ibrahim, D. (2009). m‐Learning: An experiment in using SMS to support learning new English language words. British journal of educational technology, 40(1), 78-91.
  8. Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS quarterly, 145-158.
  9. Condie, R., & Munro, B. (2007). The impact of ICT in schools: Landscape review.
  10. D'Ambra, J., Wilson, C. S., & Akter, S. (2013). Application of the task‐technology fit model to structure and evaluate the adoption of E‐books by Academics. Journal of the American Society for Information Science and Technology, 64(1), 48-64.
  11. De Jong, T., Specht, M., & Koper, R. (2010). A Study of Contextualised Mobile Information Delivery for Language Learning. Educational Technology & Society, 13(3), 110-125.
  12. Ellul, J. (1964). Te Technological Society. Trans. J. Wilkinson. New York: Knopf.
  13. Grudin, J. (1994). Groupware and social dynamics: Eight challenges for developers. Communications of the ACM, 37(1), 92-105.
  14. Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology: An interdisciplinary journal on humans in ICT environments, 1(2), 117-156.
  15. Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(02), 157-165.
  16. Kukulska-Hulme, A., & Traxler, J. (2005). Mobile learning in developing countries. Vancouver, BC: Commonwealth of Learning.
  17. Lechner, S. (1998). Teachers of the N-Gen Need Reflective Online Communities (And So Do the Teachers of Teachers). Journal of Online Learning, 9(3), 20-23.
  18. Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision support systems, 29(3), 269-282.
  19. Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British journal of educational technology, 41(2), 154-169.
  20. Mayer, R. E., Heiser, H., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding.Journal of Educational Psychology, 93,187–198.
  21. Mbuvi, D. (2013). Kenya launches national ICT master plan 2017, aims to connect all. CIO East Africa, 14.
  22. Rueckert, D., Kiser, R., & Cho, M. (2012). Oral language assessment made easy via VoiceThread! Paper presented at the TESOL International Convention and English Language Expo, Philadelphia, PA, March.
  23. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  24. Sharples, M. (2002). Disruptive devices: mobile technology for conversational learning. International Journal of Continuing Engineering Education and Life Long Learning, 12(5-6), 504-520.
  25. Shields, P. M., & Rangarajan, N. (2013). A playbook for research methods: Integrating conceptual frameworks and project management: New Forums Press.
  26. Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.
  27. Toomey, R. (2001). Schooling Issues Digest No 2: Information and Communication Technology for Teaching and Learning Retrieved March 22, 2005.
  28. Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ. The International Review of Research in Open and Distributed Learning, 8(2).
  29. Valk, J.-H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distributed Learning, 11(1), 117-140.
  30. Wong, L. H., & Looi, C. K. (2010). Vocabulary learning by mobile‐assisted authentic content creation and social meaning‐making: two case studies. Journal of Computer Assisted Learning, 26(5), 421-433.
  31. Wong, L.-H., Chin, C.-K., Tan, C.-L., & Liu, M. (2010). Students' Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment. Educational Technology & Society, 13(4), 15-26.
  32. Zhang, S., Zhao, J., & Tan, W. (2008). Extending TAM for Online Learning Systems: An Intrinsic Motivation Perspective. Tsinghua Science & Technology, 13(3), 312-317. doi: .


E-Learning, Effects, Tablets, ICT, Characteristics, Schools