• NTONDWE R. WALAKISA

The Competency Based Curriculum system of Education was initiated in 2018 in 5 ranks of Early learning from PPI to Grade 3 in Kenya. Two levels of Government were mandated with the Implementation: The County Government charged with Pre Primary Education, consisting of 2 levels namely PPI and PPII levels of learners aged 4 and 5 years respectively and the primary schools Grade 1 to Grade 3 being the senior most class with CBC continuously implemented in every subsequent year to final Grade 6. The pioneer grade3 is now in Junior Secondary School. The CBC endorses competences acquisition in every Subject at all levels of learning. Of the competencies, Digital Media Technology use is mandatory and in use across the curriculum. While Education is a core service by both National and County Government, priorities that are funded may differ, hence prompting this study that is an in-depth analysis namely Teacher Preparedness in Digital Media Use in CBC implementation in Preschools, Kilifi County, Kenya. The Choice of this County was guided by Kilifi County being the most expansive devolved county of the Coast region bordering 4 of the other 5 counties, it is the Most densely populated and can be ranked highest in investment in Preschool Education from onset of devolution. The research was pegged on the TAM (1986) Model. TAM was the most appropriate theory due to its strength in identifying influencing factors encompassing Technology Acceptance, use and crosschecks human behavior technology adaptation in respect of CBC implementation. The Target Population was all 2500 permanent and Pensionable teachers spread in the 746 Public Preschools in Kilifi County. The study was guided by 4 objectives translated to variables namely, Availability of DMT infrastructure, Establishing Teacher Capacity in DMT use, investigate effect of Teachers’ age on Technological acceptance and use, and finally, to examine Teacher perception of DMT use in the curriculum. The researcher constructed the Conceptual Framework to represent a simplified perspective. The study employed a descriptive research design. Methods of data collection were questionnaires for the Teacher, interview schedule for Teacher- In- Charge; and DMT Resource Analysis Guide for institution. Reliability of Instruments was checked by Test- Retest and result compared by computing the Cronbach’s alpha coefficients. Furthermore, Data Analysis was by percentages and frequencies subjected to Chi square and presented in form of tables or charts. The study established that there was a significant relationship between availability of DMT infrastructure, teacher capacity and teachers’ perception on DMT use. The effect of Teacher age on DMT use was very minimal. On availability of DMT infrastructure, the study concluded that the teachers were faced by lack of DMT infrastructure/ Resources. On teacher capacity, the study concluded that the County Department of Education and ICT subjected teachers to a minimal digital training compared to the gravity of the curriculum. The researcher recommends a serious investment on DMT resource supply, Investment in staff development and skills upgrade with emphasis to digital infusion in line with the CBC demands. The personal Initiative by some teachers enabled an extent to devise various mechanisms to meet the dictates of syllabus, and a readiness to adapt to DMT use. On teacher’s age, the study concluded that the effect of teachers age on DMT use was so minimal thus minor. On teachers’ perception on DMT use, the study concluded that teachers have a positive perception and agree that DMT makes teaching interactive. The researcher recommends: Practices: The county should ensure DMT Resources are supplied or Capitation directed into Preschool accounts for DMT supply, use and maintenance. Policy: The researcher recommends a deliberate training of teachers on DMT use while aligning software with CBC demands. The County Department of Education and ICT need to work closely with sister sectors as KICD, Google and Safaricom. The study recommends research on Primary-Preschool partnership and multi-sectorial efforts in addressing CBC implementation and DMT resource use.

"TEACHER PREPAREDNESS IN DIGITAL MEDIA TECHNOLOGY USE FOR COMPETENCY BASED CURRICULUM IMPLIMENTATION IN PRE SCHOOLS IN KILIFI COUNTY, KENYA", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 3, page no.e668-e764, March-2024, Available :http://www.jetir.org/papers/JETIRTHE2087.pdf

"TEACHER PREPAREDNESS IN DIGITAL MEDIA TECHNOLOGY USE FOR COMPETENCY BASED CURRICULUM IMPLIMENTATION IN PRE SCHOOLS IN KILIFI COUNTY, KENYA", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 3, page no. ppe668-e764, March-2024, Available at : http://www.jetir.org/papers/JETIRTHE2087.pdf