http://journals.rongovarsity.ac.ke/index.php/IJORU <p>IJORU is a peer-reviewed, open-access journal that encourages scholarly discourse across various disciplines. It publishes original research articles, review papers, case studies, conceptual papers, and conference proceedings in areas such as Agricultural and Environmental Sciences, Social Sciences and Humanities, Education, Business, Economics, and Management, Science, Technology, and Innovation, Health and Medical Sciences, Information and Communication Technology, and Indigenous Knowledge and Cultural Studies. The journal accepts manuscripts and publishes on a rolling basis.</p> Rongo University en-US International Research Journal of Rongo University 3005-7221 <p><strong>Creative Commons (CC)</strong> <strong>BY Attribution</strong></p> http://journals.rongovarsity.ac.ke/index.php/IJORU/article/view/115 <p><em>This mixed-methods study evaluates technology integration in Geography classrooms across 102 public secondary schools in Siaya County, Kenya - an early adopter of NEPAD's digital education initiative. Combining questionnaires, interviews, and observations, the study identified three critical findings: (1) 89.6% of teachers lack preparation for tech-integrated lessons despite 100% punctuality, (2) 75% of students report disengagement during standard tech lessons, yet (3) 93.8% show enthusiasm for collaborative tech projects. Statistical analysis (</em><em>χ</em><em>²</em><em>=9.10, p=0.011 for GIS enjoyment; </em><em>ρ</em><em>=0.50, p&lt;0.001 for teacher preparedness impacts) reveals that current implementation fails to leverage technology's potential due to inadequate training and curriculum misalignment. Teacher preparedness strongly predicts adoption (</em><em>β</em><em> = 0.72, p &lt; 0.05), and GIS-based lessons significantly boost engagement (</em><em>χ</em><em>²</em><em> = 9.10, p = 0.011). Solutions include increasing annual teacher training to 15-30 hours, implementing a 1:50 device-sharing model, and shifting toward project-based learning. Policy recommendations call for reducing CBE content by 30%, allocating 15% of KCSE marks to Geo-technology tasks, and creating county-level teacher support hubs. For low-resource schools, QR-augmented printed maps offer scalable alternatives that increase quality learning through it’s associated learning engagement benefits. The study demonstrates that while mandatory tech adoption under Kenya's CBE curriculum has stagnated, project-based learning emerges as a promising alternative. The study recommends targeted teacher professional development (minimum 15 annual training hours), device-sharing protocols (1:50 student-tablet ratio), and policy reforms allocating 15% of KCSE marks to practical tech tasks. These evidence-based solutions address the identified preparedness gaps while respecting resource constraints.</em></p> Luke Nato Wakhungu Florence Odera Hezborn Kodero Nick Namunga Copyright (c) 2025 International Research Journal of Rongo University https://creativecommons.org/licenses/by-nc-nd/4.0 2025-10-15 2025-10-15 3 2 1 13