The demand for a well-educated workforce has driven many countries to rethink their education systems. An education system has to be suited to the demands of the technological age so that a competitive edge can be maintained. Such demand for a technology savvy workforce is reflected in Alvin Toffler's declaration (Rosenberg, 2001: 3), that "the illiterate of the 21st century will not be those, who cannot read and write but those who cannot learn, unlearn, and relearn." An ancient proverb says: "if we don't change our direction, we'll end up exactly where we are headed" (Rosenberg 2001: 41). This indicates that learning institutions will have to constantly change and adapt in their environments if they are not to lag behind. Embracing digital environment in education will enhance efficiency and also provide better learning results as well as make education adaptive to the individual learner. It is fun to learn with computers and skills such as collaboration, critical evaluation, receiving feedback, planning and organisation are easily and effectively learned. It is important to note that learning is dynamic in terms of pedagogy and content. New knowledge is being generated as well as methodologies for delivering it. Due to its potential in interaction between the information, the teacher and the student through various media, ICT has become very popular in the education sector. Kenya has realized the importance of embracing technology in learning and has made tremendous steps towards integrating it in education. The government of Kenya is keen to utilize ICT and other resources to enhance access to learning for all Kenyans as indicated in its strategic plan. One of the avenues the government of Kenya has used to adopt new technologies in education is through the Curriculum centre. The Kenya Institute of Education (KIE) is the National Centre for curriculum development and educational research established by law. The Institute has adopted the use of computer in curriculum delivery in particular, which promises better and improved methods of content delivery, methodology and pedagogy as well as expanding the available teaching and learning resource base. Whereas technology cannot replace a teacher in the instructional process, it forms an important and additional resource for both the teacher and the learner. In recognition of the importance of technology, the Institute has set up an e-learning section. This section is responsible for delivering e-content to all its clientele - who are the stakeholders in education and any other sector. Currently the institute has embarked on three approaches to developing and delivery of e-content. These approaches are; 1. KIE platform through which the e-learning section has developed content in 11 form one subjects for secondary school level. The section is currently working on the scripting of Form 2 content in 12 subjects. 2. Tafakari project which has developed e content for PTE teacher's trainees and teacher educators in science and mathematics on methodologies of teaching. The project delivers its content to its clientele through servers installed in the teacher training colleges. 3. KIE elimika LCMS is another approach the institute has adopted in development of econtent. Through this approach the institute has of developed courses which include Primary teacher Orientation and KIE staff induction courses. The developed materials are delivered online and also packaged in DVDs for offline delivery. This system uses Synchronous meetings of online classes which are facilitated by the use of web conferencing/ virtual classroom tools, in this case chatrooms. The synchronous nature appeals to many people and complements other asynchronous activities. This system has seen the Institute make huge savings in travel costs by cutting down on face to face meets. For a geographically widespread class or working group, occasional online meetings have helped keep people on track and provide a valuable opportunity for synchronous discussions. To further enrich the adoption of technology in Education, KIE has established a Curriculum Innovation Centre (CIC). The Curriculum Innovation Centre focuses on curriculum innovation, use of modern technology and development of personal and professional skills. This establishment is part of the global network of school Technology Innovation Centres and provides access to curriculum developers, teachers and learners in the East African region. The Innovation Centre aims at promoting the innovative use of ICT to enhance modern teaching and learning in the classroom. This, in turn, will contribute to economic growth through development and transfer of technology, new products and world-class skills acquisition as envisaged in the Kenya Vision 2030. To further enhance technologies in Education, the Kenya government through KIE has continued to develop and transmit radio programs over the years through the National Broadcasting Station. This takes into cognizance of the varied Kenyan populace. Radio programs enhance the access to quality education even to the most marginalized and the pastoralists' communities. Besides the Radio broadcast programmes the Institute has produced TV programmes which cover the mainstream curriculum subjects, Schools and colleges annual educational events such as the Drama and music festivals, National Students science Congress, and other activities scheduled by the mainstream ministry. The institute recognizes the importance to be in tandem with the rest of the world, thus the need to continually adapt new developments in technology to further enhance education. In this respect therefore, one of the technological areas it has embraces is in adapting the Digital channel. The digital broadcasting is a great opportunity that will meet the unique Educational needs of the society for social, economic and social cultural development. It is further hoped that the Educational Digital TV Channel through which Educational content is broadcast to schools and other learners' country wide is expected to meet the expanded demand for education following the introduction free primary and secondary Education. The channel complements the classroom teacher and other teaching-learning approaches. Besides, the channel also aims at addressing the knowledge gaps to equip the citizens with necessary skills for achievement of Vision 2030 and sustainable development. The unlimited access coverage of the channel promotes the aspect of inclusiveness and broad based participation by reflecting activities that affect the people's well being. The provision of distance and open learning education through the TV channel ensures uniform knowledge access and better learning environment for learners throughout the country.
