Teacher Pedagogical Preparedness in Integrating ICT in Instruction in Public Primary Schools in Bungoma County, Kenya

This study reported in this paper sought to ascertain the teacher pedagogical preparedness for the integration of ICT in classroom practices in public primary schools in Bungoma County, Kenya. The study was based on the Roger�s Theory of diffusion of innovations and involved primary school teachers, head teachers and Sub-County Quality, Assessment and Standards Officers (SCQASOs) in Bungoma County. Descriptive survey design was adopted and involved use of simple random sampling techniques to select a sample of 40 head teachers, 300 teachers and 3 SCQASOs. Data was collected using questionnaires, interviews and observation schedules which were validated, and their reliability established using the Pearson�s Product Moment Correlation Coefficient. Data collected was analyzed using descriptive statistics involving computation of frequencies and percentages. The study recommended that teachers are expected to sharpen their technological skills and knowledge as professionals to appropriately integrate ICTs in instruction. Therefore staff development should have a curricular focus for Kenya to realize the incredible benefits of ICTs in classroom instruction.