| Technology functions as an ecosystem, and any digital skills program for teachers must account for both teachers’ existing digital competencies and the technology infrastructure available in their schools. This abstract references a study that explored how technology and digital literacy can support Kenyan teachers to enhance foundational literacy and numeracy, focusing on two core research questions: 1. What digital skills are most beneficial for teachers to research, evaluate, and integrate digital resources into their classroom practice? 2. How can digital skills help teachers learn from each other to improve teaching practices? This design-based study relied on co-design sessions with teachers trained in playful learning approaches using technology, case studies and interviews with organizations supporting teacher technology adoption for data collection. This research contributed to the broader mandate of the learning partner to generate evidence supporting the implementation of KPLAY, a technology and play-based project. Our research showed that teachers are gradually incorporating digital tools into their professional practice, using technology for professional development, content delivery, and administrative tasks. Peer learning, through communities of practice (COPs) and online groups emerged as a powerful driver of adoption, enabling teachers to share resources and solutions. However, infrastructure challenges including limited digital devices, unreliable connectivity, and restrictive policies on device maintenance hinder integration. Digital literacy gaps further constrain teachers’ ability to critically evaluate and adapt online content, particularly for foundational literacy and numeracy. Additionally, the scarcity of contextualized digital content aligned with the Kenyan curriculum discourages sustained use. Future programs should focus on building practical digital skills, such as content curation, projection, and video editing, alongside training on online safety and data protection. Strengthening peer learning platforms and co-creating localized digital content with teachers would further enhance meaningful technology integration to support foundational learning. |
