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
