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Integrating Information Communication Technology into curricula with the intent of positively influencing teaching and learning has been in a state of evolution over the past 20 years. The purpose of the study was to analyse teachers' competency in integration of ICT, into teaching and learning in early learning in Bungoma County, Kenya. The study was guided by Technological Pedagogical Content Knowledge Framework (TPACK) by Punya Mishra and Matthew J. Koehler’s. The study population included Early Childhood Development (ECD) teachers, education officers in charge of ECD in the county and public primary school headteachers. Simple random sampling was used to obtain 177 ECD teachers which is 10% of 1,768 ECD teachers from 884 public primary schools in Bungoma County. The study adopted a descriptive research design. A questionnaire and interview schedule were the main primary data tools for data collection. The findings showed that Integration of ICT in early education is highly related to teachers’ ICT competencies, planning for instruction, teaching methods, teaching and learning materials and how assessment is done. The central issue in the integration of ICT into early learning is pegged on the instructors having the requisite ICT training. ICT integration in early learning is often attributed to the teachers thus, those teachers who competency and higher confidence are expected to integrate ICT in their classes. Teacher's underutilization of ICT in the classroom and their resistance to embedding ICT across the curriculum can be detrimental to attempts to introduce new teaching and learning technologies in education. Therefore, it is crucial to monitor teacher's ICT utilization and examine factors that contribute to their skeptical practices of teaching with technology. Keywords: Integration, Competency, Information Communication Technology DOI: 10.7176/JEP/11-30-11 Publication date:October 31st 2020

This paper is a report of a study that was carried out in the year 2017 on the perceptions of teacher trainers and trainees on the relevance of instructional resources for Creative Arts teacher education curriculum to learners’ needs in Kenya. The larger study from which this paper was drawn was on the perceptions of teacher trainers and trainees on the relevance of Creative Arts teacher education curriculum to learners’ and societal needs. This study was guided by Structural Functionalism Theory. The pragmatic paradigm was adopted in the study. The study used mixed methods research approach. These involved integrating the qualitative and quantitative approaches. Under this design, both the qualitative and quantitative data were collected concurrently, analyzed separately and then merged for interpretation of overall results. This study targeted teacher trainees, trainers and HoDs of Creative Arts drawn from public primary teacher training colleges in the western region of Kenya. Stratified and simple random sampling methods were used to select the sample whereby three hundred and ten participants were selected for the study. These comprised of 270 teacher trainees, 30 teacher trainers (tutors) and 10 HODs for Creative Arts. The research instruments used were teacher trainees’ questionnaire; the teacher trainers’ questionnaire; and the HoDs interview schedule. Data analysis was done by the use of descriptive statistics whereby frequencies and percentages were calculated using the Statistical Package for the Social Sciences (SPSS) software. The results of the study revealed that teacher trainees and trainers perceived resources such as song repertoire and audio-visuals among others as relevant to the learner and societal needs but inadequate. The instructional resources in the colleges were perceived to be inadequate and obsolete. Lack of rooms to accommodate practical teaching using the suggested resources was also of concern. It was recommended that colleges should

The integrated approach to teaching English language in secondary schools in Kenya was introduced in 1986 with the inception of the 8-4-4 system of education. One of the aims of this approach in Kenya was to address the problem of poor oral skills among form four school leavers. However, evaluation of the challenges teachers face in using this approach to teach has not been adequately done. Thus a study was carried out in 2010 to identify and suggest solutions to these challenges to teaching speaking skills in English in secondary schools. This study was important because English as used in real life situation is integrated. Additionally, speaking skill is key to effective communication. When one has control of language he/she feels confident and comfortable when talking to other people. Communication is important in any carrier. A descriptive survey was carried out in secondary schools in Eldoret Municipality. This paper is, therefore, an overview of the results obtained from the study. A total of 7 secondary schools, selected using multiple sampling techniques made up the study population. Fourteen Form Three teachers of English language responded to the questionnaires, while fourteen speaking skill lessons were observed and tape-recorded. The study adopted a mixed methods approach and subsequently analyzed the data using both descriptive and inferential statistics. The study revealed that all schools, irrespective of their category, faced similar challenges in the use of the integrated approach in teaching speaking skills. The major challenge for the integration of language and literature in teaching speaking skills was its demanding nature in terms of preparation and time requirements. Other challenges included shortage of teaching time, large number of students in the classroom hampering the use of more effective approaches in teaching, and mother tongue interference. From these findings, teachers would want to see the need to organize skill-based workshops and