ICT should be used to support and enhance the attainment of curriculum objectives and engage pupils in meaningful learning using new tools to help them master key concepts and skills embedded in science, social studies, art and other curriculum activities. ICT promotes learner-centered learning and makes easy to implement instructional methods such as simulation more feasible, improves pupils performance and skills. It also maintains the quality of teaching while minimizing teaching time and makes learning more interesting. It also enhances quick, safe and effective ways of storing and managing data by the administrators and class teachers in relation to enrolments, finances as well as other educational assets. The purpose of the study was to establish the barriers to effective use of ICT in educational management in primary schools. The key objectives of the study were to establish the teachers training levels in ICT, infrastructures and facilities available for ICT use in education, the Head teacher’s and teacher’s attitude towards ICT use in education and to establish whether schools have put up measures to address issues related to security and maintenance of infrastructure. The study was based on the constructivist theory which states that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. The study revealed literature in ICT use in educational management globally, in Africa, regionally and in Kenya. The study adapted a descriptive survey design to produce statistical information on status of ICT on barriers to ICT use in educational management. The study was carried out in Westland’s District in Nairobi County. The study population comprised of 27 primary schools. The sample size comprised of 15 head teachers and 5 class teachers in the 15 selected schools. The researcher used purposive sampling to select five teachers in each school giving a total of 75 class teachers and 15 Head teachers who participated in the study. The questionnaires were administered to head teachers and class teachers to collect data from the sampled respondents. The data collected were analyzed using the Statistical Package for Social Science. The study established that (91.9% of the respondents sampled were computer literate, (9.4% of the respondents acquired skills in school organized training and (23%) in teacher training colleges. (87%) of the respondents reported that they had secure storage facilities for the ICT equipment, 37% reported that the broken down computers were repaired by the school technician while 35.7% indicated that they had permanent qualified technicians. The study recommended that the government provides sufficient funding for ICT facilities and teachers training, improved ICT infrastructure, proper maintenance and security be provided for the full implementation of the ICT policy.