Abstract:
To achieve vision 2030, the Kenyan Government had an ambitious plan to give laptops to school children which was however opposed by parents and various stake holders who said that the money for the computers should instead go toward raising teachers' salaries and feeding children. Given that the implementation of ICT in teaching pre-school learners has worked in various parts of the world, it is prudent to investigate; adoption of ICT in the Kenyan context. The purpose of this study was to evaluate the effect of adoption information communication technology on teaching in pre-schools in North Rift Kenya. The study is informed by diffusion of innovation theory. The study used combination of cross-sectional and descriptive survey and explanatory research design. The study employed stratified sampling. To collect primary data, questionnaires and interview schedules was used. Quantitative data collected was analyzed using descriptive statistical techniques which were frequencies, mean, standard deviation. The researcher used inferential statistics Pearson correlation to show the relationships that existed between the variables. Pearson correlation was used to assess the linear relationship between variables. The findings of the study showed that skilled teachers in ICT have a higher likelihood of
using it in the classroom. Moreover, teachers’ knowledge together with a positive attitude towards ICT plays a key role in the adoption and use of ICT in schools. The teachers trained to teach ICT are not sufficient to facilitate its adoption. Not to mention the fact that schools in the rural areas lack basic necessities such as electricity and ICT facilities which inhibit the adoption of ICT. Schools need to avail opportunities for teachers to expand their knowledge and skills on ICT
