Abstract

The paper is a PBI action research on the impact of COVID-19 on the Kenyan education
system. The action research assesses the extent of ICT in the Kenyan education system because
many countries around the globe have been relegated to online and virtual learning during the
pandemic. Therefore the literature review looks at the extent of policy and action regarding ICT
in education. Technology plays an important aspect in everyday life; the impact of technology
has had a critical effect on the trying times of the COVID pandemic. Global institutions such as
the World Bank are working together with educational institutions in various countries to support
the efforts in applying technology to provide remote leaning given that globally, schools have
closed because of the COVID pandemic. Concurrently, the methodology assesses whether the
teachers and parents and teachers are ready and know about ICT and its important role. The
action research from the assessment of personal reflections and teacher reflection identifies the
gap in knowledge and resources that hinder the implementation of ICT in education, therefore,
worsening the impact of the coronavirus on the education system.
Introduction
The emergence of the novel COVID-19 virus in late 2019 has affected the lives of billions of
people around the world with the virus morphing into a pandemic of epic proportions. One of the
sectors that have greatly been affected by the virus is the education sector given that learning
institutions across the globe have been closed. The impact of the virus has greatly affected
education in the African continent. It is no secret that most African countries lack the
technological infrastructure that other developed countries in the world have instituted to
promote learning while children are at home. Therefore the closure of learning institutions and
the lack of alternative ways of learning will greatly impact education in the continent. However,
key stakeholders in the education sector in the region have put in place measures to promote
education at home. In Kenya, the government through the ministry of education has created
guidelines to promote learning for the millions of student that are out of school. Among the
strategies used are the radio programs and internet connectivity through Google's loon balloons
that are floating over the Kenyan airspace. The challenge is while the policies provide great
solutions on paper; realistically the countries have not fully implemented the policies. Therefore
there is a great need to evaluate the novel approached by the government to inform practice and
create a policy on how technology can be successfully integrated into the education system. The
research paper is an objective evaluation of the impact of technology in the Kenyan education
sector during the COVID -19.
Statement of the problem
The current COVID-19 pandemic has greatly affected education in sub-Saharan Africa
especially because the integration of technology within the education system has failed. In
instances where technology has been integrated, there is a lack of ICT knowledge among
educators that effectively hinder the delivery and application of education to students at home.
Moreover, the few learning institutions that are applying ICT in education are private schools
whereas the majority of Kenyan students learning in public schools face disparity in knowledge
outcomes and turn reinforcing the vicious cycle of poverty.
Objectives of the study
The main objective of the study is to evaluate the impact of COVID-19 on the Kenyan education
system, especially on learning outcomes. The specific objectives of the study are ;
 1. To objectively determine how ICT learning can be effectively implemented in the rural
areas of Kenya.
2. To evaluate some of the problems that arise from the implementation of ICT in
education.
3. To definitively identify the positive aspects of ICT in education and the effective
implementation of the positive aspect.
Significance of the study
According to preliminary research conducted, there is no conclusive research on the effects of
COVID-19 in the Kenyan education system. Therefore, this practice-based inquiry will greatly
inform policy and practice related to the successful integration of ICT in schools. Furthermore,
while most learning institutions are grappling with the halt of leaning some are effectively
continuing with distance learning through the application of ICT, therefore the research will
inform on practice and how the best practice can be implemented on other rural schools.
Moreover, learning about the challenges that most public schools face such that the imbalance of
knowledge among students in the country and how to reduce the knowledge gap. Additionally,
while the current COVID pandemic has served as a cautionary tale of how lacklustre the country
is in implementing education policies the lesson that can be learned is that the implementation of
ICT policies in education should be done quickly in readiness to future and similar pandemics.
Furthermore, the study will facilitate the stakeholders in education to adopt proactive measures
that promote the effective integration of ICT in the education system such that the effects of the
pandemic on the education system are cushioned. Conclusively, the study is of great significance
of teachers throughout the country who are grappling with the challenge of providing education
to millions of students who are currently at home. Future studies will find the research relevant
given that it will be a rich source of literature review on the implementation of ICT in the
Kenyan education system.
Background and Rationale of the study
Beginning the 1980s the integration of technology in the education sector has been a priority of
many developed countries. However, the same cannot be said of developing countries such as
Kenya who are yet to fully implement ICT in education. In Kenya, the implementation of ICT in
the country has been viewed as a small scale and experimental. However, it is realized that the
implementation of ICT in education has progressed within the education sector. The acceleration
of the ICT sector in education is due to the growth of telecommunications technology such as
email and the internet.
Additionally, it is crucial to point out that developing countries such as Kenya have not fully
integrated ICT into the education sector, there is the notion that the impact of ICT in the
education sector is inconclusive and the emphasis is placed on the pedagogical approached and
learning that enhance interactive education. However, there is no doubt that ICT has the
capacity of playing a critical role in the Kenyan education sector such as increasing resources
and improving the learning environment. Moreover, students can acquire skills that are important
in the current global economy. However, the greater concern about the integration of ICT is
access to technology. According to several studies, the computer to student ratio is quite wide
standing at 1computer to 150 students. Though the government tried to address the problem of
the ration through the laptop project, the project has failed to live up to expectations. Looking at
the background of the implementation of ICT in the Kenyan education sector it can be perceived
that there is a lacklustre approach to technology and its vital role in education. Therefore, it is
critical to evaluate the challenges that the Kenyan education system is facing in light of the
current COVID- 19 pandemics through the lens of a practice-based inquiry. The practice-based
inquiry will create the foundation on which the researcher will reflect on the institutional practice
regarding ICT in education during the pandemic, through the application of quantitative and
qualitative methods to objectively assess a sample size.
Literature Review
The reason for ICT in education
ICT has in recent years been the focal point of emerging educational policies. Several countries
have effectively developed strategies related to implementing ICT into national educational
policies. The adoption of ICT in the education sector functions to support national development
policies as outlined by Kozma (2008) whereby he identified some important reasons for
integrating ICT in education.
 According to Kozma the importance of investing in ICT to support economic growth
through the development of human capital and the increase of productivity at work.
When children learn important skills in ICT they can nurture skills that make them
competent in the global economy.
 Additionally, the implementation of ICT in education promotes social development by
fostering creativity in young children and sharing knowledge. ICT plays a big role
promoting human rights many have used platforms such as YouTube to highlight the
injustices going on in the society, the current George Floyd Protests in the USA is a
reminder of how technology played a big role in the highlighting the systemic racism
taking place.
 A critical reason to invest in ICT in education is to advance reforms in education such as
revising the curriculum and changing assessment or shifting pedagogy.
 Finally, according to Kozma (2008), the implementation of ICT in education will support
the management and accountability within the education sector with great emphasis on
the application of digital data and management systems.
The above features relating to the implementation f ICT in education in a broader social context.
The role of ICT in education should be related to addressing immediate education gaps and
needs, such as the current need to implement ICT in education during the COVID-19 pandemic.
According to the World Bank situational analysis of the current state of education during the
COVId-19 pandemic, several countries have put in place strategies to address the closure of
schools during the pandemic period. The Kenyan government through the ministry of education
put in place strategies for enhancing teaching and learning for the 15 million students affected by
the Pandemic. The Kenyan government is going to utilize four main platforms to promote
learning and deliver resources to learners. The first critical initiative that the government is
initiating is partnering with the national broadcasting agency, Kenya Broadcasting Corporation
(KBC). The KBC will broadcast educational programs to children across the country; similar
initiatives will be taken up by other stations such as Radio Taifa. Secondly, the Kenya Institute
of Curriculum developments has begun broadcasting educational programs on their Edu channel
TV. Furthermore, most of the channels are easily accessible through YouTube. Concurrently,
learners can access learning resources through the Kenya education cloud which provides free
educational content to learners.
Moreover, the Kenyan Civil Aviation Authority under a partnership with Google is providing 4G
network connections to rural and remote communities. Ensuring that students coming from rural
communities have access to the internet. However, the challenge of the strategies is that id does
not address the critical role the teacher plays in the strategies. Moreover, the strategies imply that
all the students have access to ICT gadgets that can promote technology.
Therefore there is need for proper integration of ICT in education such as in developed countries
such as Norway where ICT is embedded in the national curriculum and linked to the political
priorities and aspirations of the Norwegian government.
The road to ICT competence in Education
The only way to successfully integrate ICT in the Kenyan education system is through
benchmarking. Benchmarking calls for collaboration between countries that have successfully
integrated ICT into their education system. Moreover, benchmarking the various stakeholders in
the education sector will learn of the complex issues and come up with a framework for the
successful implementation of technology in education. The Kenyan government aims to fulfil
some millennial development goals by 2030 such as having electricity in every household in the
country and provide quality education. The integration of ICT in education is one of the areas
that the government is focusing on achieving; however, there is the need to assess the effects of
ICT in education to know how the technology operates at different levels. In the research paper,
the argument is built around the need to effectively implement ICT in education through
encouraging crucial stakeholders such as teachers, to create sustainable development throughout
the education system and enabling the teachers to understand that ICT is a catalyst of change in
various levels of education.
Levels and indicators
To evaluate the impact of ICT on the education system means that the phenomenon should be
evaluated form different levels. Several studies have utilized qualitative and quantitative methods
in evaluating the impact of ICT in the education system.
National
At the national level, there are key factors that should be considered when implementing ICT
programs in the education system. However, the factors are defined according to how individual
countries define and interpret ICT as an important part of the education system. For example,
how Kenya looks at ICT as an integral part of the education system should go beyond just
achieving the development goals of the country but rather how technology in education would
revolutionize learning and make it accessible to millions of children. Therefore, implementation
ICT should go beyond the policy slogans which exist in blueprint but not in reality. With the
current pandemic if the policy papers were implemented as per the plans in 2014 than the current
challenge would not arise. The government should focus on how other countries have
successfully implemented ICT in the education sector.
Local
At the local level, it is important to observe the extent at which the local authorities develop
strategies that give a clear direction to which ICT will be implemented in the education system.
The challenge with policy papers is that some are so vague that the and contain unrealistic
visions, for example, the laptop project in Kenya while it was a novel project much was not
evaluated at the local level and evaluate how many teachers have the basic knowledge in
computer applications and how can the gap in knowledge be addressed. An important aspect
concerning the impact at the local level is the structure of support which provides guidelines on
how the technology will be implemented and used. The local authorities play a fundamental role
in providing the support structures which are important in helping the teachers attain the skill
level to use technology in education. The local authorities can provide oversight to learning
institutions to ensure that teachers receive adequate training before they embark on teaching
students using ICT.
Institutional
In the institutional level, the leadership structure of the school is important in creating an
environment that natures the use of ICT in schools. However, the success of the strategies
developed at the institutional level depends on the strategies created by the national and local
authorities. The important aspect is how leadership at the institution is committed to giving
direction on the development of ICT. This does not mean that the current school leaders lack
good leadership to guide and instruct the teachers on the application of ICT, in Kenya, the school
leadership do not have the support of the national and local authorities while several blueprint
policies highlight the support of schools by the government. However, if the national and local
authorities are committed to ICT in education then it is up to the leadership within the learning
institutions to support the initiatives. Moreover, each school has a different leadership structure
such as the teacher community, the student community or the local community. For example, the
local community might have a negative attitude against the application of ICT in the school and
might impact the school leadership to adopt a lacklustre approach to the implementation of ICT.
Teacher Education level
The competence of the teachers in using and applying technology in their teaching practice
depends on how much education the teachers have regarding ICT. Therefore, the success of the
implementation of the project depends on the competency of the teachers in using the
technology. There should be ICT literacy indicators for teacher education and of how teachers
are prepared to accept the challenges in their practice as teachers using technology. Teachers
should be trained in different methods of applying ICT and digital resources. Conclusively, the
point coming across is that teaching training college should change to adopt practices that those
in the teaching profession might perform using ICT.
Methodology
Practitioner based inquiry is whereby a practitioner such as a teacher thinks about their work
curiously and systematically. For example, I am curious about the impact of coronavirus in my
practice as a teacher. PBI is closely related to action research given that the methodology is quite
similar such as the use of case studies and autoethnography. Therefore in the research, my aim is
what I can do to make my practice better such as contributing to knowledge. Therefore, in the
PBI I will be inquiring about the impact of COVID in learning outcomes and how ICT has been
used. I have elected to use both qualitative and quantitative methods in carrying out my inquiry
related to the research question. Research methods are split into two broad categories and that is
qualitative methods and quantitative methods. The choice of methodology depends on the
research question and the philosophy guiding the research. Quantitative methods are collecting
and analyzing data through mathematical and statistical methods while qualitative methods apply
to the use of in-depth information in the analysis of human behaviour. In the PBI the researcher
reflects on the institutional practices to produce an assessment on the research question. In the
research, the investigator makes inquiries from other teachers and evaluates own practice related
to how learning has been shaped by the advent of the coronavirus. The reflection and
consultation with parents and teachers are to assess whether the measures put in place by the
government are working. Therefore, the researcher used qualitative methods such as structured
phone call interviews with parents and teachers to get their unbiased point of view. However, to
represent the data for analysis in a qualitative format the researcher assigned numerical values to
the information collected from the sample size and subject the values to descriptive analysis.
Moreover, the researcher applied the use of quantitative data from other studies to deduce
findings.
Sampling
In sampling, the researcher applied the use of clustered sampling, which means the entire
population under study consisting of parents and teachers were clustered into two groups of rural
and urban population and the sample derived from the populations. The sample size was limited
to 22 participants who were to be a representation of the entire population of teachers and
parents. The sample size can be viewed as too small to represent an entire population and meet
the margin of error. However, when looking at the sample size of 10 teachers from the rural
areas and urban areas while adding the 12parents who are consequently divided equally among
the rural and urban population. The sample achieved the representation of different social-
economic background. The limited sample size was due to the limitation of movement due to the
current coronavirus pandemic. The participants were reached through mutual contacts and
contacted through email and phone calls. I made appointments and administered the interview
through the phone or email for those who had access to the internet.
The researcher being a teacher was able to relate cordially with the teachers and parents
experience while also expressing empathy. The actions of the researcher made the participants
open up within the established cordial environment without feeling that they were under
investigation.
Ethical considerations
The PBI was subject to certain ethical issues, as mentioned earlier given the challenges of the
coronavirus I was unable to reach the participants and personally deliver consent letters and
approval. Therefore, the consent to take part in the research was verbally issued through a phone
call interview. Therefore, I lacked participant signatures to affirm taking part in the study.
However, I stated that the participation in the research was voluntary; at the end of the research, I
debriefed the participants thanking them for taking part in the study. Moreover, the participants
were fully informed of the purpose of the studied and assured that the data collected will be
treated confidentially. Additionally, none of the participants was harmed in any way either
psychologically or physically during the duration of the study.
Research limitations
Given that the research was conducted through email and phone call interviews the PBI lacked
the observation aspect. Observation is an important aspect of research because the researcher can
gauge the response of the participant to ensure the validity of the response and probe for more
details. Therefore the research lacked the retrospective insight such as the observer bias which is
important when recording information because the participant knows they are being examined.
Another challenge in the research is the lockdown situation that affected the data collection
efforts. Ideally, I wanted to conduct face to face interviews but that was not possible getting the
responses from the questionnaires in time for analysis was also a challenge, therefore, the initial
sample size included a margin of error of 3 % thus of 25 participants, 3participants did were not
reachable during the duration of the research. Getting consent to reference and use existing data
on my research during the pandemic, however, the researcher proceeded to adequately cite and
hence give credit to the scholars appropriated from.
Analysis and Findings
The analysis and findings of the research reflect my personal views as a teacher with what is
currently going on in the education sector. I administered two sets of interview questions one for
the parents I was able to contact and the other for the teachers. The following reflects and
analyses the quantitative and qualitative data that was retrieved from the action research. While
the analysis of the data brought about several findings the key findings concerning the question
will be discussed.
Analysis of teacher interview
A key question that I asked was the average number of minutes that the teachers spent with the
students while using ICT technology. The framing of the question was important in identifying
if any of the teachers have been able to reach out to their students during the current coronavirus
pandemic. As expected with regards to my reflections more than 70 % of the teachers were not
able to communicate with their students. If the data is a representation of the entire population it
means that more than 70% of students in Kenya have not been contacted by their teachers.

Additionally, 60% of the teachers state that they did not use computers to carry out any activities
and the teachers who were from the urban areas formed the minority who were able to use
computers or the internet to carry out academic activities. The data also saliently represents a gap
in knowledge in the application of ICT tools among teachers; with teachers from the urban areas
have the technical competency to use the ICT tools.
The critical aspect of the action research was the qualitative analysis of the views and perception
of the teachers. The teachers who were interviewed were asked to reflect on the impact of
coronavirus on the Kenyan education system in light of ICT use. Teachers from the rural areas
reflected on how the coronavirus had negatively affected education because they lacked
equipment and technology to continue with remote leaning. For example, according to one
teacher from the rural areas of Kenya she stated that “as a teacher, in the rural setup I hope that
learning will resume soon, moreover it is quite clear that there is a bias given that students from
private schools in urban areas are continuing with learning, this will affect the performance of
students facing bias during the national exams.” Her view represents the perspective of several
teachers who note that children learning in public primary schools in the rural areas have greatly
been affected by pandemic as compared to the children from private schools in the urban areas.
The perception which also I share is that during the national exams the children from the rural
areas of the country will be greatly disadvantaged. Notably, some teachers expressed some
optimism in light of the current pandemic and saw it as an opportunity to implement ICT in
education according to a teacher practising in a private school in the nation's capital she stated
that "the pandemic has made me realize how fundamental and important ICT is in the education
system, thankfully i can communicate and educate my student who is at home.”
Concurrently the teachers agreed that for learning to take place while the children are at home
there is need for cooperation between parents and teachers, the teachers can send the assignments
but it is up to the parent to supervise and guide the students at home. The notion was elaborated
by one teacher who stated that "what I have been doing is that I formed a Whatsapp group with
my students under the supervision of their parents and I use the platform to send some exercise
which the parents help to monitor and evaluate. During this trying period, I have used the team
effort to ensure that learning continues.”
Analysis of parents’ interview
Looking at the literature review the focal point of the government trying to address the education
crisis during the current pandemic was through providing learning services through various ICT
technologies. Therefore the reason for interviewing the parents was to critically identify if the
parents did have any of the ICT technologies such as televisions from which their children could
access the learning programs. The first question I asked is if they had technologies in their house
such as a television radio smartphone and computers. Of the 12 respondents, only 16% of the
parents had computer devices; most had radio devices meaning that the government might
succeed if they sent educational material through the radio as that would be the most accessible
way to reach children at home.

The question was most interesting was if the parents have any training in ICT technologies such
as basic computer education. An outstanding number of parents stated that they did not have any
training in the application of technology. The question raised an interesting aspect of how

parents can give direction to the children at home if they have no idea of how to use basic
commands in the computer. Only 10% of the parents have received training in ICT technologies
and coincidentally the 90% represent both parents from urban and rural areas.
Moreover, it was critical to evaluate how many hours’ parents spend studying with their children.
The reasoning behind the question is to evaluate if the children are being supervised by their
parents. Parents from the rural areas mostly spend less than 1 hour with their children, however
evaluating the validity of their response is difficult given that no observation could be made
because of the lack of face to face interaction.

Conclusively, as a parent, I evaluated myself concerning the challenge of the high price of
electricity. From an empathetic outlook, I realized that most parents are having difficulties in
paying the electricity bill. Therefore, the government ought to subsidize the electricity during the
current pandemic to enable people with children at home use ICT tools and not compromise their
children's education due to lack of electricity.
How institutions in the country are responding to the global health emergency
Leaning institutions in Kenya have been forced to close schools and those that have the capacity
such as private learning institutions in urban areas have been forced to adopt online learning and
digital tools in the wake of the coronavirus. To evaluate how institutions are coping during the
current crisis I reflected on the learning institution that I work as a teacher.
The challenges learning institutions are facing during the crisis
For example, my learning institution is facing unprecedented challenges as a result of the
coronavirus outbreak. As part of a private learning institution, I do know that we are struggling
to navigate the crisis and maintaining course delivery, ensuring that the recruitment numbers of
students remains strong and providing clear communication to the staff and students. While
asking some of my colleagues on some of the challenges they think the institution is facing these
are some of the responses I received.
“Keeping the students, faculty, and staff safe and healthy while also trying to keep normal
operations running. We are also very concerned about how the virus will affect enrollment for
summer and fall”
“The biggest challenge is not being able to know the validity of the information. Also living in a
country like Kenya, where the health system is not trustworthy, it’s difficult to say that our
institution is ready for a crisis.”
“The impact on student enrolment has been significant, which means that there's pressure to
reallocate funding to address shortages that have arisen. There are also communication and
distance study options issues that are creating ongoing problems as we iron out the details of
who needs what information or which resources.”
Discussion
In the end, it is expected that technology will be widely implemented in the Kenyan education
system. Several countries in sub-Saharan Africa such as Kenya have adopted the ICT policies,
the resolve to quickly implement the policies is now urgent given the current coronavirus issue
that has affected the education system. Moreover, form the PBI it is observed that there is little
research done in analyzing the attempts of education systems moving at a quick pace to provide
online learning to students out of school.
General comments about integrating ICT in education
From the analysis of secondary content form stakeholders in the Kenyan education sector, there
is a general comment that the transition to online and virtual learning is not as easy as it seems
and it a challenging undertaking for any learning institution. While evaluating the comment I
came to realize that even for a high performing institution such as the one I work for adopting
ICT has been a challenge. However, success results from learning from the experiences of past
failures. For example, my school did not comprehend the extent of the crisis and when it was
realized that the coronavirus was becoming a pandemic the school scrambled to assemble its IT
infrastructure and realized that some equipment was outdated and could not run current
programs. Therefore, the ICT program as a result of COVID-19 became an expensive endeavour
for the school.
Another comment is that moving to online learning raises the problem of equity. As addressed
earlier and from the analysis of the research conducted it was obvious that there are schools
especially in the rural areas that are lagging in terms of ICT. Moving to online learning at scale
creates disproportionate benefits for students who are already advantaged for example the rich
over poor, urban over rural, and student from highly educated families who know how to use the
ICT equipment over a student from low educated families.
How ICT can be implemented in education in rural areas in Kenya
Looking at the findings of the study I conducted especially on the kind of gadgets that people
own in their households. The ministry of education must make content available through a wide
variety of devices such as radio. Moreover, education stakeholders should ensure that online
learning tools and platforms are available in a variety of operating systems and software
applications. This is because mobile devices are more popular in many households and
communities that computers and laptops. Therefore ensuring that online learning opportunities
are accessible through mobile devices can be critical in ensuring wider coverage.
Supporting the use of low bandwidth and including offline solutions is key. It is elaborate
especially in the rural areas of Kenya that access to faster inter is a challenge. However, Google
loon balloons hope to address the issue. Consequently, not everyone in rural areas has devices
that can support 4G capabilities. Therefore, online learning opportunities should be optimized for
low bandwidth in poor rural conditions. Moreover, promoting the accessibility of offline tools
and download can be very useful.
Educational radio and television are one of the most viable options, especially in rural
environments. In several countries such as Kenya, access to broadband internet is not readily
available and online learning is not advisable. The use of more traditional methods such as
television and radio is more realistic and very relevant. In Kenya, a positive initiative that the
government has taken is the debuting of educational programs that are easily accessible by
children formal over the country through television and radio.
The positive impact of technology in education
Regarding education, the role of ICT is to familiarize the students with the knowledge of the use
of computers. ICT increases learning gains for students because they can explore their creativity
and other soft skills through ICT applications. Students using technology can achieve reading
and writing skills. Technology enables the teachers such as me to easily monitor the progress of
students and evaluate performances. This also enables the teacher to analyze and know which
student might desire more help.
Therefore, elaborating on the first point technology is enabling learning institutions to meet the
special needs of children. Technology provides for assistive programs and software thorough
which children with special education needs can achieve in areas where traditionally would not
be possible. The major advantage of technology is that it creates for an individualized learning
environment for students and they proceed with learning at their own pace.
An important aspect of technology is the workforce skills that students will acquire the necessary
skills and knowledge to make them competent in today’s global economy which requires people
who have technically competent. Additionally, technology enables the teachers to reach a large
number of students in virtual form; therefore even in the current health pandemic the teacher can
deliver content and ensure that all the students are learning objectively.
Conclusion
In closing ICT is an essential aspect of today's global world, it is, however, sad that the
importance of ICT especially in the education system has manifested itself with the advent of the
COVID-19 virus. There is overwhelming evidence from the literature I analyzed for the action
research that the country's education system is in dire need of ICT tools in the education system.
The action research identifies that although the government has committed to policies that
highlight the implementation of ICT in education the reality is far from true. The recent health
issue that led to the closure of all schools has seemingly exposed the government's inadequacy.
The reason the PBI was fundamental for the research was to objectively evaluate the policies and
realities so that to discern rumours from reality. The methodology made use of interviews and
reflections from colleagues to evaluate the extent to which the coronavirus pandemic has
affected the Kenyan education system. Conclusively, the findings from the PBI exposed a gap in
knowledge of ICT among parents and teachers and highlighted the bias between the rural and
urban schools. Notably, the challenges faced by schools and institutions in continuing education
in the current pandemic provides for lessons to be learnt from failure. Success in integrating ICT
in the Kenyan education system will come from the realization of the failures we face today.