Information and Communication Technology (ICT) based instruction provide opportunities whereby the teacher is a facilitator and learners are active participants. ICT has tended to make learners effectively connect theory and practice. For ICT to be successfully utilised in instruction teachers need to possess the prerequisite ICT abilities. This study aimed at evaluating integration of ICT in instruction in Early Childhood Education (ECE) programmes in universities in Kenya and how faculty perceived ICT abilities related to ICT integration in instruction. A sample of 88 lecturers purposely drawn from public and private universities that were ECE pioneers and offered ECE programmes formed the study subjects. Questionnaire, observation checklist and document analysis were used to collect data. Both descriptive and inferential statistics were the methods of data analysis employed. Results from data analysed revealed that faculty were integrating basic ICT tools in instruction. It was also revealed that there was no significant difference in ICT integration in instruction by faculty in public and in private universities. The relationship between faculty perceived ICT abilities and ICT integration in instruction was highly significant at alpha value 0.05. It was recommended that there was need for university administration to organize in-service training for faculty to adequately learn how to integrate advanced ICT tools in instruction.

In developing countries, there is a growing trend towards integration of technology in curriculum implementation in higher education institutions. This chapter focuses on integration of information, media, and digital technologies in universities in Kenya. It sheds light on the different technology resources available for use in instruction, with a range of competencies needed by teachers and students for them to succeed in the 21st century, and challenges encountered in the integration of technologies in curriculum implementation. Further, the chapter discusses core competencies needed for universities to produce graduates who are likely to succeed in a technology-based global economy.

Universities are institutions of higher learning expected to generate competent graduates for implementation of Information and Communication Technologies (ICTs). This expectation is pegged on teacher educators who are assumed to practise the application of ICT as an innovation that has been associated with immense benefits both to the teacher and to the learner (Onwuagboke, Singh & Fook, 2015). According to UNESCO (2012) ICT includes software and hardware tools necessary in generating, storing, transmitting, and sharing information in real time. The internet is critical in the effective performance of most ICTs integrated in instruction (Sharma & Garg, 2016). Studies reveal that teachers need leadership support for better execution of instruction. The support needed includes ICT training, ICT institution policy formulation and adherence to motivation for instructors to use ICT in the teaching learning process, availability and access of ICT resources and provision of ICT technicians to assist during times of challenges (Mutwiri, Kafwa&Mwaka-Kyalo, 2017). Innovation of ICT has drastically shaped instruction worldwide. This is mostly reported in developed countries which through ICT application in instruction, have continued to improve student performance (Sangani, 2013). In the US, Britain, Canada and Japan among other western countries ICTs are identified to have been commonly applied with success in a variety of areas in improving work performance. However, this situation is found lacking in developing countries particularly in Africa (Ghavifekr, &Rosdy, 2015). In an effort to breach the gap in digital divide, most developing countries are reported to set aside huge budgets for supply and maintenance of ICT resources in different areas including educational institutions. However, reports indicate that these resources may go to waste since most teachers do not integrate ICT in instruction (Salem, &Mohammadzadeh, 2018). Studies done on ICT use in universities in most countries in Africa have reported dismal performance (Makhoha&Mutisya, 2016) and indicate that universities are in their infancy stage in ICT adoption. For example, Boakye and Banini (2008) investigated ICT use in instruction in Benin, Cameroon,