Abstract:
The government of Kenya funded five secondary schools in every constituency in 2010/2011
financial year under ICT Economic Stimulus Programme (ESP).The move was geared towards catalyzing the
adoption and use of ICT in secondary schools. The purpose of this study was to investigate the influence of
teachers’ ICT prerequisite skills on adoption and use of information communication technology (ICT) in public
secondary schools in the republic of Kenya. The objective was to assess the effect of teachers’ ICT pre-requisite
skills on adoption and use of ICT. The study adopted a mixed methods research design, it was informed by the
pragmatic philosophical paradigm and guided by diffusion of innovation (DOI) theory. The target population
was 30,080 teachers from public secondary schools funded by the government of Kenya under ICT Economic
Stimulus Programme (ESP). Participating regions, counties and schools were selected using simple random
sampling design to obtain 384 teachers. ICT pre-requisite skills, was the independent variables while adoption
and use of ICT in public secondary schools was the dependent variable. Data was collected by closed ended
questionnaires and interview schedules. It was cleaned and presented using the mean, mode and range
descriptive statistics. The hypothesis was tested via Pearson’s Correlation Coefficient. The study established a
statistically significant relationship between teachers’ pre-requisite ICT skills and adoption and use of ICT of +
0.154. The study recommended a follow up/monitoring and evaluation of adoption and use of ICT on termly
basis until it picks the momentum, a review of the teacher education curriculum to reflect more courses in ICT,
emphasis on in-service training in ICT. Finding and recommendation of this study will be of use to education
stakeholders; policy makers, teachers, students and the government as they strives to attain vision 2030.