We are living in the digital age and hardly any aspect of human endeavour can be effectively carried on without Information communication technologies (ICTs) including education. ICTs are now at the center of education reform in line with the technological development of the 21st century. ICT-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning. Although schools have had computers for almost two decades, ways to use them effectively have evolved slowly and patchily. Technological revolution in schools has been beset by theoretical inadequacies that have kept educational technology at the margins of the established educational system. This creates a digital divide between the developed countries and the developing countries in relation to integration of ICTs in teaching and learning. The study was done in secondary schools in Kangema sub- County; to assess the ICT facilities and infrastructure; to determine the teacher’s ICT knowledge and skills in application of ICT; to establish how the schools get the ICT technical support in and to establish the school administrative practice that influences the use of ICT in teaching and learning in secondary schools. Non-experimental descriptive survey design was used to establish the factors that influence the integration and the use of ICTs in teaching and learning in secondary schools in Kangema, Murang’a County. There are 25 secondary schools that made up the target population.
