Being the official medium of instruction in institutions of learning, English language
proficiency is pivotal to successful undertaking of professional courses pursued in tertiary
colleges and universities. When dismally performed in Kenya Certificate of Secondary
Examination (KCSE), it heralds to major concerns. This has been the predicament in
Kiambu secondary schools year in year out. The title of this study is “Integration of
Information Communication and Technology in teaching English in secondary schools of
Kiambu County, Kenya”. The purpose of this research was to establish its use in relation
to teaching. The objectives of the study were to find out English language teachers’
preparedness in using ICT; investigate ICT integration by teachers; establish the
accessibility of available ICT facilities to English language teachers and students,
establish usefulness of ICT integration on teachers and learners, and find out ICT
technicians’ role in teaching. The significance of this study was to equip instructors and
learners with requisite information on how to use available ICT facilities to acquire apt
proficiency in reading, writing, listening and speaking English; improve pedagogic skills
in line with modern technology of teaching; indicating how English content information
from the internet can be accessible; enable curricula developers update syllabi to reflect
current instructional methods; and aid teacher trainers in preparation of student-teachers
adequately on how to integrate ICT skills and facilities. Theoretical framework involved
Constructivism while the conceptual one adopted E- learning Acceptance Model (E-
LAM) for teaching and learning. A pilot study was conducted in one school outside the
main study sample to establish the feasibility, suitability, validity and reliability of
research instruments. Random and purposive sampling procedures were used to obtain 11
schools, 11 school Principals, 19 teachers, and 600 students. Research instruments were
questionnaires for Principals, teachers and students, an interview schedule for teachers,
and classroom observation checklist. Quantitative and qualitative data analyses were
conducted. The Statistical Package for Social Sciences (SPSS) version 16.0 was used to
analyze coded data. Research findings showed the majority of teachers were prepared to
use and operate ICT facilities; many computers were not installed with educational
software for teaching English; majority teachers rarely integrated ICT; some ICT facilities
were inaccessible to both teachers and students; tutors and learners appreciated ICT
integration but many schools do not have ICT technical support staff. The study
concluded that although teachers were prepared and competent to use ICT facilities, lack
of appropriate software, inaccessibility of ICT facilities and shortage of ICT technicians
have gravely hindered dissemination of skills. Research results were presented
descriptively as well as in basic statistics namely frequency counts, percentages and
means. The study recommended teachers to be attending ICT workshops, appropriate
English language software to be installed in computers, easy accessibility to computers
for teachers and students, recruitment of ICT experts for schools, and encouragement of
instructors and learners to use their smart phones to access information on English from
the internet.