Abstract:
Information Communication and Technology (ICT) plays an important role in education
institutions by facilitating and improving the teaching and learning process to be in line withiv
the information technology age. In spite of having many studies undertaken on the use of
ICTs in education, there is lack of a major current study specifically undertaken to address
preparedness for ICT adoption in secondary schools in Kenya. This study was set to
investigate whether schools in Bungoma County were ready for ICT adoption in terms of
resources, infrastructure, teacher competencies and challenges encountered in preparation for
ICT adoption in school instruction. The study was guided by the Adoption and Diffusion
Theory and the Technology Acceptance Model. Based on pragmatism paradigm, the study
was a survey carried out in Bungoma County. Both qualitative and quantitative methods were
used to collect data from school Principals, teachers and ICT specialists. A sample of 102
schools was drawn from a population of 342 secondary schools in the county with 483
participants. Instruments for data collection were questionnaire, interview and observation
schedule. Data was analyzed using descriptive statistics and presented in frequency
distributions and percentages. The study found out that there were a variety of ICT resources
in schools but some teachers lacked proper competencies to effectively use ICT resources
during classroom instruction. The study found out that schools in urban areas were better
prepared to adopt ICTs for instruction unlike those in rural areas. However, despite a few
challenges, all schools were making commendable effort to adopt ICT as an innovative tool
for instruction. Therefore, the researcher recommended that ICT resources should be availed
in all schools and teachers prepared thoroughly and continuously on practical use of ICTs
during instruction. All stakeholders should be sensitized on the importance and use of these
technologies in the instructional process.
