CHALLENGES FACED IN UTILIZATION OF DIGITAL DEVICES IN ENHANCING ACQUISITION OF DIGITAL LITERACY AMONG EARLY YEARS LEARNERS IN THARAKA SOUTH SUB-COUNTY, KENYA

Abstract

The Kenyan government has launched initiatives in recent years to help the nation become middle-income by supporting technological skills right from the early years of education. Through the implementation of the Digital Literacy Program, the government has provided tablets to public primary schools nationwide to enhance digital literacy in early years learners. However, inadequacy in the utilization of digital devices may hinder the acquisition of digital literacy, resulting in poor technological skills. This study aimed to investigate the challenges encountered by teachers while utilizing digital devices in teaching and learning among early years learners in Tharaka South Sub-County. The study employed a descriptive survey design. Data were obtained from 13 public primary schools, which were randomly sampled from 64 public primary schools. The sample size included 102 grade three learners and 13 teachers, who were purposively sampled. Questionnaires for teachers, as well as observation and interview schedules for learners, were used in the study. Analysis of data was done both qualitatively and quantitatively. The findings of the study revealed several challenges that early grade teachers faced, thus hindering the effective acquisition of digital literacy. These were inadequate teacher training on the use of digital devices (84.62%), insufficient digital devices (69.23%), inadequate time to prepare learning materials on ICT (69.23%) and lack of safe and secure storage of digital devices (61.53%). For maximum attainment of digital literacy for the learners, the study recommends in-service training on the use of digital devices by early grade teachers, replacement of malfunctioning digital devices, installation of power and internet in schools, as well as improvement of digital devices storage facilities.

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