Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System ARTICLE
Benjamin Piper, Arbogast Oyanga, Jessica Mejia, Sarah Pouezevara, RTI International, Kenya
IJEDICT Volume 13, Number 3, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to increase the quality of their instructional support to teachers, and deepens the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigate the ability of the Tusome tablets program to increase classroom observations and improve learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. Recommendations are shared regarding large-scale ICT interventions and literacy programs.
Piper, B., Oyanga, A., Mejia, J. & Pouezevara, S. (2017). Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System. International Journal of Education and Development using ICT, 13(3),. Open Campus, The University of the West Indies, West Indies. Retrieved January 22, 2018 from https://www.learntechlib.org/p/182157/.