Teachers’ integration of technology in teaching of mathematics activities in early years education in Bungoma county, Kenya

Abstract

Effective integration of technology in early childhood education enhances learning, motivates learners, and promotes practical understanding. However, many African countries, including Kenya, face challenges in implementing technology in classrooms. This study investigated the integration of technology in teaching mathematics activities in Early Years Education (EYE) in Bungoma County. The objectives were to assess teachers’ competence, attitudes, extent of technology use, and teaching methods when integrating technology into mathematics instruction. The study was guided by Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK) framework and adopted a pragmatic paradigm with a mixed-methods, convergent design. The target population comprised 2,652 participants from 884 public primary schools. A sample of 265 respondents included 177 teachers of EYE selected through simple random sampling and 88 head teachers selected through purposive sampling. Data was collected using questionnaires for teachers of EYE and head teacher interviews. Quantitative data was analysed using descriptive statistics, while qualitative data were thematically analysed and presented narratively. Findings revealed that most EYE teachers possessed basic technological skills and effectively used tools such as interactive whiteboards and online resources in mathematics instruction. Head teachers confirmed teachers’ competence in using digital tools, though a few teachers reported limited skills. The majority exhibited positive attitudes toward technology, noting that it enhanced learner interaction, creativity, and visualisation. Nonetheless, a small number held negative attitudes. Teachers reported adequate access to digital devices such as tablets and interactive whiteboards, and commonly used videos, animations, and scaffolding techniques. Challenges included poor internet and electricity connectivity, which hindered effective technology integration. The study recommends that school management and parents allocate funds for teacher training and attitude sensitisation on technology use. Collaboration with county governments to install solar panels is also advised to improve power access. The findings will inform education stakeholders on strategies for strengthening technology integration in early childhood education