This survey-based study investigates the adoption and perceived impact of educational technology (EdTech) in low-resource primary and secondary schools across Kenya between 2021 and 2023. It addresses a significant gap in the literature regarding the practical integration of digital tools in contexts defined by infrastructural and socioeconomic constraints. Employing a rigorous methodology, a structured questionnaire was administered to 850 educators and administrators across eight counties, selected via stratified random sampling to ensure national representativeness. The questionnaire underwent expert validation and pilot testing, with ethical approval secured from relevant institutional review boards. Data analysis utilised descriptive and inferential statistics. Findings reveal a notable increase in basic device access, with 68% of schools reporting the use of tablets or laptops by 2023, largely driven by donor initiatives. However, sustained adoption is critically hindered by unreliable electricity, limited internet connectivity, and insufficient teacher professional development. While EdTech utilisation is associated with a moderately positive perceived impact on student engagement and instructional planning, its effect on standardised learning outcomes is viewed as minimal. The study concludes that for EdTech integration in Kenya and similar African settings to be sustainable, policy must evolve beyond hardware provision. A holistic strategy is required, prioritising robust infrastructure, context-relevant digital pedagogy, and continuous, localised professional support.
Wanjiku Mwangi (Tue,) studied this question.