| dc.description.abstract | The advancement of technology in the current world demands learners to be digitally
literate from an early age in order to fit in the digital world. As a result, the government
of Kenya has heavily invested in provision of digital devices to schools as well as
teacher retooling on utilization of digital devices in teaching and learning. This study’s purpose was therefore to ascertain the utilization of digital devices in enhancing acquisition of digital literacy among early years learners in Tharaka South sub-county, Tharaka Nithi county. The following objectives led the study; establishing the accessibility of digital devices for use among early years learners, evaluating teachers’ competence in utilization of digital devices in enhancing acquisition of digital literacy among early years learners, examining teachers’ perception on use of digital devices and assessing challenges faced by teachers in utilizing digital devices in enhancing acquisition of digital literacy among early years learners. Technological Pedagogical Content Knowledge (TPACK) model guided the study. The study was conducted in Tharaka South sub-county in 13 public primary schools which were randomly selected from the five zones in the sub-county. The descriptive survey research design was employed to gather and analyze data regarding study variables. The target population was 2746 early years learners and 64 teachers in public primary schools in Tharaka South sub-county. Using purposive sampling, grade three learners and teachers were selected for the study giving a sample size of 102 learners and 13 teachers. Questionnaires were used to collect data from teachers while observation and interview schedules gathered information from grade 3 learners. A pilot study was carried out in schools with similar characteristics in Tharaka North to ascertain reliability and validity of the instruments. Validity of instruments was ensured by ascertaining that information obtained related to study objectives while their reliability was tested using test-retest method. Reliability results were 0.71. Data analysis was done using quantitative and qualitative methods. Quantitative data was analyzed using descriptive statistics and presented using frequency tables and graphs, while thematic analysis was used to analyze the qualitative data which was presented using detailed thematic
description. Statistical Package for Social Sciences (SPSS) version( 29.0) analyzed the data. The study established that; Grade three teachers lacked competent in the utilization of digital devices; accessibility of digital devices was limited and grade three learners had not acquired the necessary digital literacy. The key recommendations of the study was that; sufficient teacher trainings on digital utilization and supply of
adequate digital devices is necessary. The study findings may be of help to the Ministry of Education which may consider investing more funds on ICT equipment and infrastructure for early years as well as, in collaboration with the Teachers’ Service Commission, leverage teacher training and retooling on the utilization of digital devices to enhance digital skills acquisition among early years learners. The results of
this study may also provide a basis for further research. | en_US |
