Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-Readers in Improving Student Outcomes

Autor/inn/en	Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy
Titel	Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-Readers in Improving Student Outcomes
Quelle	In: FIRE: Forum for International Research in Education, 2 (2015) 1, S.3-18, Artikel 2 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Foreign Countries; Educational Policy; Educational Practices; Student Improvement; Outcomes of Education; Handheld Devices; Randomized Controlled Trials; Intervention; Control Groups; Experimental Groups; Technology Uses in Education; English (Second Language); African Languages; Literacy; Program Effectiveness; Cost Effectiveness; Reading Achievement; Kenya + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Lernleistung; Schulerfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Leseleistung; Kenia
Abstract	Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01