Mutambu, Raymond Musembi2025-07-302025-07-302025-05https://ir-library.ku.ac.ke/handle/123456789/30939A Research Project Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education (Early Childhood Education) in the School of Education and Life-Long Learning, Kenyatta University, May 2025. Supervisor Gladwell WambiriDigital literacy is a critical component of Kenya’s Competency-Based Curriculum (CBC), requiring learners to acquire skills in Information Communication Technology (ICT) from an early age. As such, effective integration of ICT in teaching and learning is essential, particularly in lower primary grades, such as Grade 3. This study aimed to address the existing gaps of knowledge on Teacher Training on ICT, Use of ICT to teach and Grade Three learners’ involvement Kasarani Sub County, Nairobi County, Kenya. This study was guided by the Technology Acceptance Model which beliefs that individuals are objective while developing tasks, however constraints unconsciously limit the individual’s ability to perform the task. The specific objectives of the study were to: find out the extent to which Grade Three teachers’ ICT related training influences their use of ICT in teaching in Grade Three; to find out the extent to which Grade Three teachers’ ICT related training influences active involvement of Grade Three learners in ICT related experiences; and determine the challenges faced by Grade three teachers in using ICT to teach in public and private schools in Nairobi County Kenya. This study was guided by the Technology Acceptance Model (TAM) that evolved from the Theory of Reasoned Action (TRA). The study applied the use of a qualitative research design with a random sample of 34 Grade Three teachers who were selected from 110 public and private primary schools in Kasarani Sub- County, Nairobi County, Kenya. Data was collected by the use of Questionnaires that was administered to Grade Three teachers, the use of interview schedules where Grade Three teachers interviewed and observation checklist where Grade Three teachers and learners were observed during an ICT integrated lesson. Quantitative data were summarized into descriptive statistics such as frequencies and percentages, while qualitative data was analyzed by the use of a thematic approach. Results revealed that the correlation between Teacher’s ICT training and Teacher’s use of ICT in classroom teaching was positive but not statistically significant (r = .288, p = .123). Similarly, a positive correlation was observed between Teacher’s level of ICT training and Teacher’s use of ICT in classroom teaching, with a coefficient of .448* and a significance level of .013. Moreover, the positive correlation between Teacher’s level of ICT training and their use of ICT in classroom teaching suggests that highly trained teachers may find it easy in implementing ICT in their teaching. Mobile phones emerge as the most frequently utilized ICT tool, with 33.3% of teachers reporting its most frequent use, followed closely by computers desktops, which are favored by 36.7% of teachers for frequent use. The study found that a significant proportion of teachers reported challenges related to inadequate ICT resources and infrastructure, including a lack of computers, internet access, and electricity in schools. The study concluded that teachers' usage of ICT in classrooms remains relatively frequent, indicating a moderate level of integration of technology in teaching practices. The study recommended that educational authorities in Nairobi County should design and implement targeted professional development programs aimed at enhancing Grade Three teachers' ICT competencies. Kenya Institute of Curriculum Development (KICD) should develop and implement comprehensive ICT training programs for Grade Three teachers in Nairobi County, Kenya.enThesis