The Relationship between Availability of Information Communication Technology (ICT) Resources and the Integration of Technology in the Implementation of Competency-Based Curriculum (CBC) in Primary Schools

The transformative nature of technology in the education system has made many countries globally, including Kenya to make new policies, equip institutions with resources and train the teachers. With the introduction of the Competency-Based Curriculum (CBC) in Kenya, there is a noticeable gap in understanding how technology can be effectively integrated into the implementation of CBC to enhance the teaching and learning process. This gap is particularly evident in primary schools within rural or less-resourced areas, such as Keiyo-South Sub-County, where teachers may face unique challenges in fully adopting and integrating technology despite the availability of resources and training. Therefore, the purpose of this study was to establish the relationship between availability of Information Communication Technology (ICT) resources in the implementation of CBC in primary schools. The study was anchored on Rodger's diffusion of innovation theory. The study used concurrent mixed methods design. It targeted 1256 teachers and 129 head teachers from 129 schools. Krejcie and Morgan table gave a sample of 297 teachers and 97 schools and 26 head teachers were from Kerlinger recommendation of 20% of the targeted population. proportionate stratified random sampling was used to get the zones. Teachers' questionnaire and head teachers' interview schedule were used to collect data. Qualitative data was analyzed thematically while quantitative data was analyzed using descriptive and inferential statistics with the help of Statistical Package for Social Sciences (SPSS) version 25. The study established a significant positive relationship between availability of ICT resources and the implementation of CBC (r=.240; p=.000<.01). Unavailability, inadequacy and malfunctioning of ICT resources hindered effective integration of technology. The study concluded that technology integration was minimal due to unavailable, inadequate and malfunctioning ICT resources and limited digital literacy skills. The study recommends that the government, school management and parents should increase the budget for adequate ICT resources and training of teachers.