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Educational institutions are globally adopting new technologies in their pedagogical practices in order to stay in tandem with changes in the ICT sector. Many developing countries are moving towards adopting current technologies in their education systems. On September 30, 2016, after the successful completion of a pilot project, Kenya launched the nation-wide rollout of its DigitalLiteracy program (DLP). The program was meant to provide laptops to the standard one and two pupils in public primary schools together with e-content for learning. The program has been adopted in almost all schools in the country. After rolling out of the program, there are various complaints that have been put forward by the users and other stakeholders and this has necessitated studies to establish the challenges experienced and their possible mitigation. This study evaluated the challenges facing the Digital Learning Programme for Primary Schools in Kisii County, Kenya. A descriptive survey design was used in this study and a self-administered questionnaire was the main data collection instrument used. Stratified random sampling was used to select a sample of 250 primary school teachers in Kisii County. The data was analyzed using SPSS version 22 and presented in tables in form of frequencies and percentages. Training, access to computers, facilities and equipment, funds, and technical support were the main challenges the DLP is facing in Kisii County. The study recommends enhanced training for the teachers, equipping well-furnished computer rooms in the schools among other measures to counter the challenges. Further, enough funds should be provided for in the budget to enable address the challenges facing the program.

The use of technology as a tool for problem identification and solutions is on the rise in the world today. Many institutions have leveraged the power of technology to solve their existing problems. The young generation has also embraced technology and is applying it in varied ways ranging from entertainment to use for academic purposes. This research sought to find out the technology literacy among grade 1 and 2 pupils in public primary schools of Kisii County in Kenya. The population of the study constituted of 71,000 pupils in the two grades in the 710 schools in Kisii County. A sample size of 384 was determined using the Fisher formula and random sampling was used to collect data from 30% of the schools. Data were analyzed descriptively using the statistical package for social sciences. The findings indicated that 43.6% of the pupils had access to smartphones at their homes, 38.9% used them on a daily basis majorly to play games. The majority of the pupils were conversant with Facebook and WhatsApp. Among the recommendations is that academic institutions at the primary school level should start diverting the minds of the young towards tendencies to use more academic applications to enhance their learning skills.

The use of technology as a tool for problem identification and solutions is on the rise in the world today. Many institutions have leveraged the power of technology to solve their existing problems. The young generation has also embraced technology and is applying it in varied ways ranging from entertainment to use for academic purposes. This research sought to find out the technology literacy among grade 1 and 2 pupils in public primary schools of Kisii County in Kenya. The population of the study constituted of 71,000 pupils in the two grades in the 710 schools in Kisii County. A sample size of 384 was determined using the Fisher formula and random sampling was used to collect data from 30% of the schools. Data were analyzed descriptively using the statistical package for social sciences. The findings indicated that 43.6% of the pupils had access to smartphones at their homes, 38.9% used them on a daily basis majorly to play games. The majority of the pupils were conversant with Facebook and WhatsApp. Among the recommendations is that academic institutions at the primary school level should start diverting the minds of the young towards tendencies to use more academic applications to enhance their learning skills.

Educational institutions are globally adopting new technologies in their pedagogical practices in order to stay in tandem with changes in the ICT sector. Many developing countries are moving towards adopting current technologies in their education systems. On September 30, 2016, after the successful completion of a pilot project, Kenya launched the nation-wide rollout of its DigitalLiteracy program (DLP). The program was meant to provide laptops to the standard one and two pupils in public primary schools together with e-content for learning. The program has been adopted in almost all schools in the country. After rolling out of the program, there are various complaints that have been put forward by the users and other stakeholders and this has necessitated studies to establish the challenges experienced and their possible mitigation. This study evaluated the challenges facing the Digital Learning Programme for Primary Schools in Kisii County, Kenya. A descriptive survey design was used in this study and a self-administered questionnaire was the main data collection instrument used. Stratified random sampling was used to select a sample of 250 primary school teachers in Kisii County. The data was analyzed using SPSS version 22 and presented in tables in form of frequencies and percentages. Training, access to computers, facilities and equipment, funds, and technical support were the main challenges the DLP is facing in Kisii County. The study recommends enhanced training for the teachers, equipping well-furnished computer rooms in the schools among other measures to counter the challenges. Further, enough funds should be provided for in the budget to enable address the challenges facing the program.