332 / 2020-02-12 11:57:45

Shifting to Technology-Aided and Learner-Centered Classrooms in Kenya: A Case Study

Technology,Learner-Centered

信息化2.0与英语教学 > 信息化2.0与英语教学

The effects of a quickly changing world on teaching and learning are central issues in the field of education today. Education leaders have suggested that teachers need to integrated technology in the classroom and shift to learn-centered pedagogies in order to prepare students for the digital and collaborative nature of tomorrow, both in public and private life (New London Group, 1996). The Kenyan government suggests the same (Ministry of State Planning, 2008). In 2013, the Kenyan government implemented the Digital Literacy Programme, with the goal of each Standard 1 student having a tablet with the national curriculum (DigiSchool, 2018; Makura, 2019). The hope was to “radically change” how learning takes place in schools. However, at the time of the study, extant research showed that teachers lacked technology experience and knowledge on how to integrate technology with learner-centered teaching (Piper et al., 2017; Tondeur et al., 2015). 

The purpose of this exploratory qualitative case study (Stake, 2000) was to explore Kenyan teachers’ knowledge of and attitudes towards learner-centered teaching and teaching with technology. Participants were teachers recruited during a professional development series in an agricultural subcounty of Kenya in summer 2019.  Data sources included (a) pre and post surveys, (b) interviews with 6 teachers, and (c) participant-generated artifacts as part of the professional development. Results indicate that teachers had positive attitudes towards the shifts to learner-centered teaching and to integrating technology in the classroom.