This study aimed to evaluate the role of technology in teaching and learning English Literature in
public secondary schools in Kajiado North Sub County, Kajiado County, Kenya. The objectives
of the study were to evaluate the availability and accessibility of technological resources for
teaching English Literature, examine the impact of technology on students’ engagement and
comprehension, and explore the challenges faced in integrating technology into the teaching and
learning of English Literature. This study was guided by Cognitive Load Theory by John Sweller.
A descriptive survey research design was utilized in this study. The target population included
English teachers and students in three public secondary schools in Kajiado North Sub County.
Stratified sampling, purposive sampling, and simple random sampling techniques was employed
to select the sample. The research instruments used were questionnaires for English literature
students and teachers. The validity and reliability of the research instruments was ensured through
face validation, content validity, and a pilot study. Data was collected through questionnaires and
analysed using descriptive statistics. Ethical considerations such as informed consent, privacy,
confidentiality, and anonymity was adhered to throughout the study. The findings revealed that
while technology enhanced students’ engagement and comprehension, access and use were
inconsistent due to infrastructural and training challenges. About 63.3% of students reported
regular use of technology, though disparities in access and support were evident. Administrative
support played a role but was not uniform across all schools. The study recommends increased
investment in digital infrastructure, regular teacher training, equitable distribution of resources,
and parental involvement to ensure effective technology integration in teaching English Literature.