This study aims to analyze the role of technology in enhancing motivation among geography
students. The study objectives are to evaluate the availability and accessibility of technology
resources in facilitating students' motivation, examine the correlation between technology
integration in Geography learning and students' academic performance, determine students'
perceptions regarding the use of technology in Geography classes, and establish the level of
adherence to the Ministry of Education's policy on technology integration among Geography
students in public secondary schools in Kikuyu Subcounty, Kiambu County, Kenya. The study
employed a descriptive survey design, data were collected from 200 students, 20 Geography
teachers, and 5 principals using questionnaires and observation checklists. The findings show that
while most schools have basic technological resources, such as electricity and computers, their
availability is limited, with an average computer-student ratio of 25:1. Only 35% of teachers
regularly use digital tools in Geography lessons, showing a modest positive impact on academic
performance. Students, with 78% expressing favorable attitudes toward technology, report increased
interest and comprehension, yet their practical engagement remains low. The implementation of the
Ministry of Education’s ICT policy is hindered by inadequate digital content, limited teacher
training, and poor internet connectivity. The study recommends enhancing infrastructure, teacher
training, and curriculum development to improve technology integration, thereby boosting student
motivation and academic outcomes in Geography education.