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To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students' capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning--forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of self-regulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction.

This paper reports a case of implementing the free web-based interactive literacy software, ABRACADBRA, in early childhood education classes of Mombasa County, Kenya. A comprehensive model of training and support was offered to classroom teachers to help them integrate the software in preschool English Language instruction for three terms in 2019. The recorded changes in teaching suggest improvements in young students' foundational reading ability and computer skills among others. A combination of teacher resilience and school leadership drove successful implementation of ABRACADBRA. Avenues for future research include studying the effects of the software on a range of preschoolers' learning outcomes and examining the training and support model for optimal, sustainable, and scalable effects on instruction.

The present study examined the impact of professional development training on Canadian and Kenyan teachers' confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler's (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.

The present study compared the learning and experiences of Kenyan teachers randomly assigned to either an online or a blended 12-week intensive teacher professional development program (TPD). The TPD addressed the fundamentals of early literacy development as well as how to use early literacy software to support students learning. TPD outcomes were assessed through surveys, course performance and discussion elements. Teachers demonstrated pre- to post-test gains in domain knowledge, lesson plan construction and comfort teaching early literacy skills. Few differences were observed between the online versus blended formats. However, teachers endorsed a blended instructional format over online-only or in-person formats. Challenges regarding resources and infrastructure were identified as barriers to technology integration within the classroom. Some cultural challenges were identified as potential barriers for young learners using software developed in Western countries. Overall, both online and blended formats appear to be effective TPD delivery systems for Kenyan teachers, however, findings highlighted challenges that need to be addressed to optimize learning when using technology. Future research recommendations include broadening the teacher sample to assess potential differences due to regionalism, associated differences in access to resources, and further examination of teaching experience on learning in the two types of online formats.

The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers and facilitators to adoption and integration of ABRA in the Kenyan elementary school context. Consistent with integration models, barriers involved infrastructure and access to technology, and challenges integrating the pedagogy of the software within the constraints of the existing curriculum. These challenges placed extra burdens on the 'ambassador' role, a key strategic initiative, which may require alternative support for program continuance, adoption, and fostering teachers' professional development. Ambassadors and teachers agreed on the majority of challenges identified. Recommendations were noted to address cultural norms to enhance accessibility of the software.