Kenya’s shift to a Competency-Based Curriculum (CBC) aims to foster critical thinking and practical skills, integrating digital literacy into primary education. However, providing technology does not guarantee the effective use of Educational Technology (EdTech). This paper uses data from interviews with primary school teachers across Kenya who have served as school heads before and after the implementation of CBC to establish how technology integration in primary schools effectively transforms teaching and learning to support the goals of the competency-based curriculum.

Findings show that one key aspect of technology integration within the CBC is the introduction of computer literacy as a compulsory subject, a significant shift from its previous absence in the primary school curriculum. Private primary schools with ample resources successfully incorporated computer literacy, benefiting from well-equipped labs and qualified teachers. Their students, often from privileged backgrounds, readily embrace and engage with EdTech, which fosters a positive learning environment aligned with CBC objectives. Public primary schools face a significantly different reality. The schools lack the necessary resources to acquire computers, build labs, hire qualified teachers, and establish reliable internet connectivity, with most learners, especially in rural and marginalised areas, encountering computers for the first time in school. Furthermore, learners in rural areas, who initially learn in their mother tongue during preschool and the first three grades, struggle with transitioning to English, the primary language of most EdTech initiatives.

The lack of EdTech resources in local languages exacerbates this challenge. This language barrier and unfamiliar technological vocabulary create a substantial obstacle for the learners. While some EdTech materials are available in English and Kiswahili, the absence of indigenous language support hinders effective learning. Urban private school learners benefit from multilingual environments and often have English proficiency from home. This eliminates the language barrier and allows for smoother EdTech integration. Additionally, private school learners benefit from exposure to EdTech fairs, an opportunity largely unavailable to their public school counterparts. EdTech initiatives remain theoretical for public school learners, lacking practical application. This undermines the CBC’s goal of equitable education and leaves disadvantaged learners behind.

To address these disparities, the government must integrate Kiswahili and Indigenous languages into digital literacy programs, move beyond basic computer skills in teacher training to focus on practical EdTech integration in resource-constrained environments and invest in infrastructure and resources to ensure equitable access to technology in all schools. Without these measures, EdTech will primarily benefit privileged students, contradicting the CBC’s aim of promoting equal opportunity and student success.

Keywords: Competency-based curriculum, Digital literacy, EdTech, Language barriers, Primary education.