Includes Appendices and Reference

ABSTRACT
Technology integration is essential in today’s education landscape to equip students with
digital-age skills. Although the Kenyan government has introduced several initiatives to
enhance technology use in education, studies reveal that adoption in secondary schools
remains limited. Research indicates that providing technological devices alone is insufficient
unless the teacher's role is adequately addressed. This study examined teachers’
preparedness to integrate technology into instructional delivery in public secondary schools
in Tigania West Sub-County. The objectives were: to investigate how the availability of
technological tools influences their integration in teaching; to examine teachers' attitudes
towards technology and its impact on teaching; and to explore the influence of in-service
training on technology integration. A descriptive survey design was adopted, guided by
Davis’s (1986) Technology Acceptance Model (TAM). The target population included 50
public secondary schools, with 50 principals, 100 heads of departments, and 200 teachers.
Stratified random sampling was used to select schools, while purposive sampling identified
the study respondents. The sample consisted of 105 participants 15 principals, 30 heads of
departments, and 60 teachers representing 30% of the population. Data collection tools
included questionnaires, interviews, and observation checklists. Reliability was tested using
the test-retest method and Pearson’s product-moment correlation. Quantitative data were
analyzed using means, frequencies, and percentages, while qualitative data were analyzed
through content analysis. Findings showed that the availability of technological tools,
teacher attitudes, and training significantly influenced technology integration. While
teachers were generally optimistic about using technology, most lacked the skills to apply it
effectively. Although many had basic ICT training, they struggled to incorporate it
meaningfully into teaching. The study recommended enhancing teacher training curricula
with more robust technology content, addressing teacher attitudes, and offering continuous
professional development especially for experienced teachers. Schools should also guide
ICT deployment and promote self-initiated efforts. Further research was suggested to
evaluate the cost-effectiveness of technology integration in education