Abstract

One guiding principles of Kenyan Basic Education Act 2013 is that education should promote innovativeness, inventiveness creativity, technology transfer and an entrepreneurial culture among learners. The objective of this study was to bridge the digital gap by establishing how teachers’ perception influences the integration of digital technologies in early years of education in Kisumu Central Sub-County, Kenya. The study adopted Concurrent triangulation design within the mixed method approach. The study was anchored on Davis (1986) Technology Acceptance Model and Preparedness Theory by Seligman (1971). The study targeted 345 teachers from public primary schools in Kisumu Central Sub-County. The study adopted saturated sampling and stratified random sampling to sample 272 respondents. The data collection instruments were structured questionnaires, interview schedules and focus group discussion. Descriptive statistics, Pearson correlation and linear regression were used to analyze quantitative data. The Qualitative data was analyzed using Thematic Analysis Approach. The study findings indicated that that there is a statistically significant (n=202; r =.384; p < 0.05) positive correlation between teachers’ perception and integration of digital technologies in early years of education. Teachers were also found to have positive perception towards integration of digital technologies in early years of education.  The study concluded that teachers’ perception is a predictor of integration of digital technologies in early years of education in Kenya. This means that the information on teachers’ perception towards digital technologies is useful information in predicting the level of integration of digital technologies in early years of education. The study recommended that the ministry of education to consider organizing refresher courses for in-service teachers on integration of digital technologies. It was recommended that KICD to re –examine the curriculum content of pre-service teachers training.