**1. Introduction**

Anyone who enjoys swimming knows that they began learning from the shallow end as they progressed into the deep end of the swimming pool, by then feeling confident and able to swim back and forth navigating and experiencing the motions of the waves that vary across the pool. It is unnatural and very dangerous to learn

swimming in the reverse order. The latter depicts the experience of many teachers in Kenya, as a result of the COVID 19 pandemic which led to abrupt closure of schools. From the "brick and mortar" classrooms, that have been sacred comfort zones, the teachers suddenly found themselves thrown into virtual learning environments, which neither their initial training nor in-service programs had prepared them for. This was not unique to Kenya, as there were about 1.5 billion students and 63 million teachers who engaged in online teaching and learning during the COVID-19 lock down [1].

In Kenya the ministry of education encouraged schools, colleges and universities to combine use of radio and television with on online teaching as the country adhered to international and national guidelines on social distancing [2]. The International Council for Open and Distance Education also offered website, webinars and resources for teachers, but all these have not been adequate; as evidenced in issues related to course designs, content support, course assessment, learner and teacher characteristics [3, 4]. Indeed, recent research on online learning indicate gaps in accessibility of e-resources, use of online tools, management of platforms, instructional methods, and teacher development programs [1]. Teacher education programs at the university are challenged to support teacher educator' s efforts in strengthening the ICT capacities of teacher trainees, as they prepare for more technologically oriented classrooms. In this chapter the researcher explores the kind of knowledge, competences, skills and pedagogical strategies that teachers need, to teach effectively with technology.
