Chapter 7: Mandating Educational Technology use Without Preparation: The Case of Kenyan Pre-Service Teachers

African governments are increasingly employing educational technology tools to engage learners and to reach students effectively. The Kenyan government has mandated the use of technology tools in schools, but how are pre-service teachers trained to use these tools? This study uses the TPACK framework to explore the extent of preparedness of pre-service teachers in two teacher training colleges in rural western Kenya to teach using educational technology. The study did not find any latent factors suggesting the sample pre-service teachers had strong Technology, Pedagogy, and Content Knowledge (TPACK) capabilities. The implication is that these teachers still require more exposure and training in the use of educational technology to acquire an intuitive approach to integrating technology in classrooms.