African governments have declared the twenty-first century 'as a knowledge era'. Kenya in particular, education more so university education is expected to play an increasingly greater role in socio-economic development by training skilled manpower and producing and disseminating the knowledge required for a knowledge-driven economy. As such, this education—technology relationship has been spotlighted as part of education policy and practice. Complaints about falling education standards, unemployable students, redundant curricula and backward institutional organisation, have therefore been punctuated by the debates about the role and place of technologies in the classrooms. Internet of Things (IoT) is a rapidly growing network of a variety of different 'connected things.' Use of IoT in academics is a new wave of change that has brought new opportunities and possibilities for the improvement of both teaching/learning process and educational institutions' infrastructure. The study recommends that the enterprise architecture in the institutions of higher learning need to reduce latency time because of the demand for content in instructional technologies. There is need to develop new strategies that consider an individual's privacy, choices and expectations, whilst still promote innovation in new technologies and services. Higher education must come up with new ideas to finance an information technology infrastructure and services
