Teachers' Perceptions towards Digital Literacy Integration in Early Years Education in Public Primary Schools in Nakuru County, Kenya.

Abstract

The Kenyan Competency based curriculum key fundamental ability that should be taught and incorporated into all types of educational endeavours is digital literacy. This paper explores teachers’ perception towards digital literacy integration in early years education in public primary schools in Nakuru County. The study objective was to determine teachers' perception towards digital literacy integration in the early years' education. The correlation research approach was utilized for this study and a sample of 157 teachers, 16 Head teachers were involved. Qualitative and quantitative data was collected using questionnaires and observation. Quantitative data was analyzed and the results were produced in themes based on the responses in bar graphs and tables. This study also analyzed qualitative data using descriptive statistics such as means, percentages and Pearson moment correlation inferential statistics. This study found that teacher’s perception greatly influences the integration of digital literacy.