1 International Journal of Educational Technology and Learning ISSN: 2523-0581 Vol. 6, No. 1, pp. 1-10, 2019 DOI: 10.20448/2003.61.1.10 Typologies and Multidimensional Nature of Computer Use for Classroom Instruction in Secondary Education Mwei, K. P. 1 Too, J. K. 2 Okioma, M. L. 3 1,2,3 Department of Curriculum, Instruction and Education Media, Moi University, Kenya Abstract Computer technology has proved essential in all sectors of human endeavours such as in industry and business. As a consequence, education has been the main beneficiary of the emergence of the microcomputer being used in financial management, administration and progressively in the classroom for instruction. The experimental phase on the benefits of computer technology for instruction is maturing. This paper explores through reviewing literature the various ways computers have been used in the classroom for instruction and through a pilot study, determine the dimensions of computer use with the help of factor analysis. In the pilot study, a sample of 71 respondents provided usable data. This paper helps us to understand: (a) what is meant by “technology/computer use” in the context of classroom instruction, the view that underpins a user’s actual use of technology; (b) the “evident” or “actual usage” of technology in the classroom for instruction; and (c) the possible dimensions of this use. It is deemed important to bring a common understanding of computer use with respect to information and communication technology integration in pedagogy. Keywords: Education Computer use Technology Technology affordance Multidimensional. Licensed: This work is licensed under a Creative Commons Attribution 4.0 License. Publisher: Scientific Publishing Institute Accepted: 2 May 2019 Published: 17 May 2019 Funding: This study received no specific financial support. Competing Interests: The authors declare that they have no competing interests. 1. Introduction The teaching-learning process is as old as mankind and has been conducted both informally and formally (i.e., within a school set-up). To attain the desired outcomes, varied instructional technologies, media and instructional strategies have been used; for instance role-playing, demonstrations, apprenticeship and experimentation. All these efforts target the transmission of traditions/culture, skills, knowledge and attitudes to the younger generations throughout the ages in a given society. As a result, instructional strategies and technologies have been devised, adopted or adapted and used to enhance the process of instruction. However, the ultimate solution to the intrigues of facilitating effective and efficient instruction remains challenging and not yet surmounted. Since the emergence of the microcomputer in the late 1970s ( Roblyer and Doering, 2010) it has led to efforts that aim to make extensive use of computer technology to enhance instructional process throughout the education systems of the world. Despite mixed results on the effectiveness of computers in education with respect to student achievement (also attitude, motivation, self-efficacy, etc.), varying degree of teacher computer usage and the rapid technological advancements in the twenty-first century; education stakeholders globally have taken (or taking) steps to infuse computers into schools and school systems. Recognizing that computers occupy an important position in education is implicit (or almost universally accepted), even among governments and individuals that are apprehensive about the ideological and methodological facets of