Teachers Digital Literacy and Integration of Information Communication Technology in Teaching in Public Primary Schools in Garissa Township, Kenya

The purpose of this research was to assess the relationship between teacher digital literacy and integration of information communication technology in teaching among government primary schools in Garissa. This study employed mixed methods using pragmatism paradigm and concurrent triangulation design. It targeted individuals included 314 teachers, 1 Sub-County ICT officer, 30 headteachers and 30 ICT Heads of Departments. Using the formula suggested by Yamane, the study obtained a sample of 194 respondents from the teachers while purposive sampling was used for key interview informants. The study used stratified proportionate sampling to determine the number of teachers to get from each school while systematic sampling was used to identify the teacher to participate on the research data collection. The study purposively selected all the 30 Heads of ICT Department, 30 headteachers along with 1 Sub-County ICT officer as Key interview informants. The study collected quantitative data using questionnaire and interview guides. Expert opinion, face validity and content validity were used to test the questionnaire for validity while reliability was measured using Cronbach’s Alpha at 0.7 threshold. Quantitative data was analyzed to yield descriptive statistics and also Pearson correlation coefficient. Qualitative data analysis using verbatim. The findings indicated existence of an association between digital literacy and integration of information communication technologies in teaching among government primary schools in Garissa. The research recommends that; a differentiated training of teachers on digital literacy is necessary while educational stakeholders can introduce and strengthen Digital Professional Learning Community (DPLC) with scheduled activities. The study implies that improving teacher digital literacy is essential for effective ICT integration in teaching, especially in under-resourced areas like Garissa. It highlights the need for targeted training, peer mentorship, and support from education stakeholders to build teachers' digital skills and foster collaborative learning environments.