Teachers’ Competency in the Use of Technology in Teaching Mathematics Activities in Early Years Education in Kenya

Abstract

The integration of technology in early childhood education enhances learning, boosts motivation, and increases learner engagement. Despite global advancements in digital technology, its effective implementation in African countries, including Kenya, remains limited. Factors such as inadequate teacher training in ICT and negative perceptions toward technology continue to hinder its widespread use in classrooms. This study sought to assess teachers’ competency in using technology to teach mathematics activities in Early Years Education (EYE) in Bungoma County, Kenya. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a pragmatist paradigm and adopted a descriptive research design using a concurrent mixed-methods approach. The target population included 1,768 EYE teachers, 884 head teachers, and 9 education officers. A sample of 177 teachers was selected through cluster and simple random sampling, while 9 head teachers and 9 education officers were purposively sampled. Data collection instruments included questionnaires (for teachers), interview schedules (for head teachers and education officers), and observation checklists. Quantitative data were analyzed using descriptive statistics (means, frequencies, and percentages), while qualitative data were subjected to thematic content analysis. The findings revealed that the adequacy of technology use was the most significant factor influencing the teaching of mathematics in EYE (53.4%), followed by teaching methods (48.5%), teacher competence (47.6%), and teacher attitudes toward technology (31.9%). The study concluded that technology use in mathematics instruction at the EYE level is generally adequate; most teachers are competent and hold positive attitudes toward technology integration. The simulation method emerged as the most commonly used instructional strategy. The study recommends that the government enforce mandatory technology integration in both public and private early learning centers, require ICT as a core subject in teacher training programs, offer regular in-service training on technology use, and enhance quality assurance to ensure effective policy implementation in schools.