Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya

Kerkhoff, Shea N.; Spires, Hiller A.; Wanyonyi, Peter

doi:10.1002/jaal.1067

Cited by 8 publications

(10 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some classrooms completely lacked basic materials such as textbooks (e.g., Akello & Timmerman, 2018 in Uganda; Wahyudi & Treagust, 2004 in Indonesia), whereas, in other cases, students had to share textbooks with several peers, making it difficult for them to fully engage in learning processes (e.g., Chiphiko & Shawa, 2014 in Malawi; Jennings, 2012 in Jamaica; Roberts et al, 2015 in Tanzania). The scarcity of resources like computers (e.g., Coskun & Alkan, 2010 in Turkey; Kerkhoff et al, 2020 in Kenya; Shaobing & Adamson, 2014 in China), and science equipment (e.g., Rogan & Aldous, 2005 in South Africa; Sifuna & Kaime, 2007 in Kenya; Sikoyo, 2010 in Uganda) were also commonly reported.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

View full text Add to dashboard Cite

This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. Rationale for this study Despite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes. Why the new findings matter The findings will help educational stakeholders decide whether and how LCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review. Implications for educational researchers and decision‐makers Firstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.

show abstract

Section: Resultsmentioning

confidence: 99%

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

View full text Add to dashboard Cite

show abstract

“…We hope to formalize this network to make the work sustainable. In 2019, we and the preschool teachers created an Early Childhood Education Professional Association for the county (see Kerkhoff et al, 2020). The association has continued meeting monthly and has grown in membership.…”

Section: Discussionmentioning

confidence: 99%

“…Dr. Wanyonyi asked the first author to collaborate as he worked to continuously improve education in his community. Since 2015, the partnership has included PD sessions for preschool, primary, and secondary school teachers in Trans Nzoia County; securement and distribution of computers to schools in Trans Nzoia to enhance digital literacy and inquiry possibilities; presentations at U.S. institutions; and research on Kenyan teachers’ perceptions of digital literacy and inquiry (see Kerkhoff et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…The Design Studio structure built on the PD from the year before, which used the New Literacies Institute model by Spires and colleagues (2009), a hands‐on PD with a focus on teachers experiencing inquiry‐based learning. Previously, participants conducted project‐based inquiry (see Kerkhoff et al, 2020) by gathering, analyzing, and synthesizing print and digital sources to acquire knowledge on an environmental cause and create an infographic that shared information on sustainability in Kenya. For this study, participants engaged in learner‐led, hands‐on creation of digital stories based on a traditional Kenyan tale using their personal smartphones (if available), one tablet, and one laptop per group.…”

Section: Methodsmentioning

confidence: 99%

“…A KICD report stated, “This was interpreted as either unwillingness by teachers to integrate ICT [information and communication technology] in the learning process or a lack of capacity to do it” (as cited in Wanzala & Nyamai, 2018, para 13). In addition to the challenge of accessing technology, research in Kenya (e.g., Heinrich, Darling‐Aduana, & Martin, 2020; Kerkhoff, Spires, & Wanyonyi, 2020) has shown that even when the schools have technology, there are still challenges that mirror those of other developing countries.…”

Section: Review Of Research On Teaching Styles and Digital Literacy Instruction In Kenyamentioning

confidence: 99%

See 2 more Smart Citations

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya

Kerkhoff

Makubuya

2021

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.

show abstract

The outcomes of learner-centred pedagogy: A systematic review

Bremner

Sakata

Cameron

2022

International Journal of Educational Development

View full text Add to dashboard Cite

Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya

Abstract: Teachers in Kenya explored inquiry-based learning as a way to teach new literacies in schools with a high student-computer ratio during the New Literacies Teacher Leader Institute.

Cited by 8 publications

References 16 publications

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya

The outcomes of learner-centred pedagogy: A systematic review

Contact Info

Product

Resources

About