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SamuelOtieno

GESCIMERLSpecialist

February2019

MidlineEvaluationReport

AfricaDigitalSchoolsInitiative(ADSI)-Kenya

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ContentsAcknowledgements.......................................................................................................................iii

Abbreviationsandacronyms..........................................................................................................v

Executivesummary........................................................................................................................1

1.0Background..............................................................................................................................3

2.0Midlinestudyobjectives..........................................................................................................3

3.0ResearchMethodologyandApproach.....................................................................................4

3.1Thesample...........................................................................................................................4

3.2Datacollection......................................................................................................................5

3.4Analysis.................................................................................................................................5

3.5Limitations............................................................................................................................6

4.0MainFindings...........................................................................................................................7

4.1ThestatusofinstitutionalizationofADSIandICTintegration.............................................7

4.2StatusofDigitalSchoolsDevelopment..............................................................................11

4.3StatusofTeacherProfessionalDevelopment....................................................................18

4.4Statusofstudentlearning..................................................................................................33

4.5Policymakers’viewsonADSI..............................................................................................43

4.6ADSIeffectsandoutcomes................................................................................................47

4.7ADSIchallenges,barriersanddislikes................................................................................56

5.0Keyconclusions,recommendationsanddiscussions.............................................................58

6.0Lessonsforimplementation...................................................................................................61

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Copyright

ThispublicationrepresentsthefindingsoftheinternalGESCIMidlineEvaluationoftheAfricanDigitalSchoolsInitiative(ADSI)ProgrammeinKenya.Publishedby:GlobalE-SchoolsandCommunitiesInitiative(GESCI)UngaHouseMuthithiRoad,WestlandsNairobi,Kenyawww.gesci.orgGESCI.2019KenyaAfricanDigitalSchoolsInitiativeMidlineEvaluationReport1stEdition

©GESCI2019

Allrightsreserved,nopartofthisMidlineEvaluationReportmaybecopied,reproducedormadeavailableinanyotherformatwithoutthepriorpermissionoftheGlobalE-SchoolsandCommunitiesInitiative(GESCI)

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AcknowledgementsThismidlinestudywasmadepossiblebythecollaborativeeffortsoftheGESCISeniorManagementTeamaswellasADSIprojectteam.SpecialthankstoJeromeMorrisey(CEOGESCI),PattiSwarts(GESCIDirectorofPrograms),SenthilKumar(ProjectsManager),AngelaArnott(DirectorofPartnershipsandResourcemobilization)andEstherMwiyeria(KenyaProjectManager)fortheirgroupsupportintheconceptualizationanddesignofthestudyandreviewingthereport.WealsothanktheentireFinanceandAdministrationteamforofferingthemuch-neededfacilitationtoensureactivitiesarerolledoutontimeandefficiently.AspecialthanksandmentiontothededicatedADSIProjectCoordinatorswhoofferedthemuchneedlogisticalguidanceandsupportincludingsecuringofappointmentswithvariousrespondentsespeciallythegovernmentofficials.WealsothanktheSBCsandthePrincipalsforthewarmwelcome,greatplanningandforhelpingusaccesstheteachersandthestudentsinandoutofthevariousschoolsforpurposesofdatacollection.Lastly,wewouldaliketothanktheteamofResearchAssistantswhoworkedtirelesslytoensurethatthedataiscollectedprofessionallyandwithintheextremelytighttimelines.WehopethatthefindingsofthisreportwillhelpinformlearningandbettermentoftheADSIandanyfuturerelatedprojectinKenya.

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AbbreviationsandacronymsADSI-AfricanDigitalSchoolsInitiativeBOM-BoardofManagementCDE-CountyDirectorofEducationCEMASTEA- CenterforMathematics,ScienceandTechnologyEducationinAfricaDSD- DigitalSchoolsofDistinctionFGDs–FocusGroupDiscussionsGESCI–GlobaleSchoolsandCommunitiesInitiativeICT–InformationCommunicationTechnologyKIIs–KeyInformantsInterviewSMMASSE-StrengtheningofMathematicsandScienceinSecondaryEducationMoE–MinistryofEducationOERs–OnlineEducationResourcesPBL–Project-BasedLearningSMASSE-StrengtheningofMathematicsandScienceinSecondaryEducationSTEM–ScienceTechnologyEnglishMathematicsTPACK-TechnologicalPedagogicalContentKnowledgeTPAD–TeacherPerformanceAppraisalandDevelopment(TPAD)TSC–TeachersServiceCommission

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ExecutivesummaryTheADSIKenyamidlinestudyaimedtocollectdataandevidenceonADSIimplementationprogress,effectsandimpact.Amixedmethodsapproachwasusedforthestudyanddatawascollectedfrom15MoEofficials,40schools,80schoolleaders,243teachersand1600students.DatacollectiontookplacebetweenthemonthofSeptemberandOctober2018.Thestudyhasgeneratedfindingsandcriticalinsightsintotheprogressandimpactmadesincebaselineaswellaschallengesandbarriersthatmayneedtobeaddressedintheremaininglifeoftheproject.Thefollowingisjustthehighlightsofthefindings,howeveronemayneedtoreadthewholereportinordertofullyappreciatethebasisofsomeoftheconclusions.Thefollowingisasummaryofthefindings.• ThestatusofinstitutionalizationofADSIandICTintegration:ADSIhassucceededinsuportingthe

entrenchmentofICTintegrationattheschoollevel.About90%oftheschoolsnowhaveeitherdevelopednewICTintegrationpoliciesorimprovedontheexistingones.Thefindingalsoshowedthatthevariouspolicesweredeemedusefulandeffectiveastheyhadhelpedinbuildingsupport,buy-inandcorporationamongmembersoftheschoolcommunityontheimportanceofICT.ThepoliciesarealsosaidtohavegenerallymotivatedtheschoolleadershiptoinvestinthegrowthofICTinfrastructureandequipmentandmostimportantlyhelpedstreamlinetheuseandsharingofICTresourcesandprotectingmisuseofthefacilities.However,moreneedstobedonetostrengthencommitmenttothesepoliciesandtosupportprogresstowardsmoretangibleoutcomessuchasinclusionofICTbudgetsinschoolplansandshiftingofeducationpoliciestobemoreICTintegration-friendly.

• ThestatusofDigitalSchoolsDevelopment:ThereisevidencetosuggestthattheprogrammehasmadesignificantprogresstowardsmakingtheparticipatingschoolsDigitalSchoolsofDistinction.Acrossboard,itemergedthatthereisgenerallyaverystrongbeliefandrecognitionthatICThasgreatpotentialtoimproveteachingandlearningbutalsoinenhancingperformance.Thereisalsoevidenceofgoodbuy-inandsupportbyschoolleaders,animprovedICTintegrationenvironment,growthofICTinfrastructureandequipment,betterresourcingforICTinfrastructureaswellasimprovementsintheschoolsICTculture.Inaddition,ADSIschoolshavedevelopedstrongersystemsforacquisitionandmanagementofICTresourcesandimprovedtheuseofICTinthemanagementandcommunicationamongschoolcommunity.However,thelevelsofprogressisstilldisparateamongsttheschoolsandthereisneedtomotivateschoolsthatmaybelaggingbehindtocatchup.

• ThestatusofTeacherProfessionalDevelopment:ThevastmajorityofteachersintheprogrammehavepositivereviewsoftheirexperiencesayingtheprojecthadgreatlyimprovedtheirskillsbothinICTaswellasmodernteaching.Evidencesuggeststhattheprojecthasdonethefollowingtotheteachers;improvedtheiraccesstoICTbothinschoolsandotherenvironments,helpedthemdevelopdeeperunderstandingofthepotentialofICTinimprovingteaching,buildtheirconfidenceinusingICTtoolsandequipment,alsohelpedtheteachersacquireknowledgeonthemodern21stCenturyteaching.TeachersalsoareusingICTinlessonsmoreregularlyandhaveinfluencedtheirpeerswhoarenotintheprojecttodothesame.Inaddition,theystronglybelievethattheprojectiscontributingsignificantlytotheacquisitionon21SstCenturyskillsamongstthelearners.Evidencegatheredalsosuggestthatthereisagreatcollaborationhappeningamongteachersandacommunityofpracticethatallowsparticipatingteacherstosharesknowledgeandinformationamongstthemselvesisemerging.Intermsofhowtheprojectismanaged,theteachersratetheADSIteamespeciallythePCsveryhighlyandreportthattheirexpectationshavebeenmetandthattheSBCshadproventobeverysupportive.However,itisapparentthattherearestillmanybarriersandchallengesthatmayneedtobeaddressedforthesuccessoftheprojectincluding;

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shortageofequipment,lackoftime,internetconnectivityissue,lackofsupportfromsomeprincipals.

• Statusofstudentlearning:ADSIappearstobedoingwellinsupportingtheacquisitionoflearner21stcenturyskillsandimprovinglearnerachievementsnotjustinSTEMsubjectsbutothersaswell.FeedbackfromthestudysuggestthattheprojecthasgreatlyincreasedaccessanduseofICTamongstudentsbothinandoutofschool,improvedtheskills,confidenceandfrequencyofusingcomputersforpersonalandschool-relatedtasks,improvedtheirperceptionsonthepotentialofcomputerstosupportlearning.Theyalsoreportthatgenerallyusingacomputerinlearninghasmanybenefitsnamely;helpingthemremembereasilywhattheyhavelearnt,understandeasilywhattheyarelearning,concentratemoreonwhattheyarelearning,workbetterwithotherstudents,feelmoreindependentintheirlearning,improvingtheclassatmosphere,makingdifficultconceptseasytounderstand,makinglearningfun,helpingthemrecallwhattheyhadlearnt,makingthemmoreactiveandengagedinlearning,makingworkeasyfortheteachersandgenerallymakingthemunderstandabstractconceptsthroughthepowerofaudiovisualpresentations.OtherreasonsgivenwerethatICThadgiventhemopportunitiestoresearchandfindoutmoreinformationbeyondwhattheteachercovered.AfewalsoreportedthattheirinterestandperformanceinthesubjectswhichICTisbeingusedhadimproved.TheyalsoexpressedstrongpreferenceforlessonwhereICTisintegratedtoconventionallessonswithoverathirdofthemsayingtheyhighlylikedthelessoninwhichICTisintegrated.However,studentpopulationratiototheequipmentremainsamajorchallengetointegrationofICTinlearning.

• Policymakers’viewsonADSI:Atthepolicymakerslevel,theprojectisconsideredhighlyrelevantandwellalignedtonationalgoalsandinitiativeswithgovernmentplansandpoliciesandthepolicymakersliketheclosecollaborationinimplementation.Acrossthethreecounties,thereareveryfewotherICTintegrationineducationinitiativesapartfromADSI.OfficialsspeakhighlyaboutADSIproject;theyfeeltheprojectiswellalignedtogovernmentpoliciesandplans,theyfeelitisatimelyandrelevantprojectwhichwaschangingthewaylearninghappens,improvinglearningoutcomes,goingbeyondtheconventionalcourseworktohelpthestudentsacquireskillstopreparethemforthefuture.OfficialsalsoreportthattheyliketheADSIapproacheswhichcombinesequipmentsupportandteacherprofessionaldevelopmentandwhichengagesdifferentactorsinimplementation.Inaddition,theofficialshadverypositivereviewsontheADSIprojectandtheprojectteamandthattheprojecthasthattheprojecthasgreatpotentialforsustainability.

DespitethelargelypositivefeedbackontheeffectsofADSI,thisstudyalsocollectedviewsonsomeofthechallengesandbarrierstotheimplementationofADSIaswellassomeofthethingsthatvariousprojectstakeholdersdisliked.Amongthechallengesare;

• Acrosstheboard,inadequateinfrastructure,facilitiesandequipmentwerementionedasamajorbarrier.Inadequatecomputers/laptopsandprojectorsandpoorandinconsistentinternetconnectivitywasreportedtobemakingitdifficultforteachersandstudentstointegrateICTasmuchastheywouldloveto.

• Oneofthemajorconcernsamongtheteacherswasthefactthatmostofthetrainingswereoftenshortandhurriedandwithsomuchtocoverwithinashorttime.Teachersarealsoconcernedofthetimingsofthetrainingsandthatchatswhichoftenclashedwithotherschoolcommitments.

• Insomeschoolstheissueofprincipaltransfershadsloweddownactivitiesandinisolatedcases,itwasreportedthattheprincipalsdonotsupporttheinitiativefullymakingitdifficulttorolloutactivitiesspecificallythosethatneededfinancialresources.

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• SometeacherswhohadbeenintheserviceforlongerweresaidtobestrugglingwithICTintegrationandwhiletherewereindividualcasesofschoolsthathadmanagedtoshifttheseattitudes,therewerereportedlycaseswherethishadnothappened.

1.0BackgroundThe Global E-Schools and Communities initiative (GESCI) has worked since 2005 to provide capacitybuilding,technicalandstrategicadvicetocountriesseekingtoharnessthepotentialofICTsinordertoincreaseaccessto,andtoimprovethequalityandeffectivenessofeducation.GESCIinpartnershipwiththeMastercardFoundationandtheMinistriesofEducationinKenya,TanzaniaandCôted’Ivoire is embarking on a five year African Digital Schools Initiative (ADSI) (2016-2020) - acomprehensive multi-country multi-year programmeto implement an effective, sustainable andreplicablemodelofdigitalwholeschooldevelopmentinsecondaryeducationthatwillleadtoimproved student 21st century skills development, learning outcomes and readiness for theknowledgeeconomyworkplace.ThegoaloftheADSIprogrammeistoconsolidateanddevelopaholisticexpansionofthedemonstrablysuccessful aspects of its Strengthening Innovative Practice in Secondary Education (SIPSE)pilotmodel (2013-2015) in relation to its innovation practice, whole school approach, horizontal(geographic) and vertical (institutional) outreach and impact, and shared ownership. The ADSImodel presents a portfolio of system- wide ICT innovation elements that can address policycoherenceneedsforICTintegrationinteachingandlearning-inclusiveof:ablendedlearningteacher development approach, whole school involvement, school leadership capacity building,convergingtechnologiesofe-andm-learning,useanddevelopmentofopeneducationresources,an online repository of materials, digital school awards, accreditation and certification toincentivizeICTintegrationandprogression,policydialoguestoraiseawarenessandinfluencenewpolicyformulationandinstitutionalizationofnew/goodpractice.Currently,ADSIcovers80schools(20 in each of the four counties of Kiambu, Nyamira, Narok & Taita Taveta), 80 secondary schoolprincipals, 800 teachers and 80 Boards of Management chairpersons and 80 parents associationchairpersons.InKenya,abaselinestudywascarriedout inquarters3&4of2016to informtheprojectandset thebenchmarks upon which the project would be monitored and evaluated. After one and a half year(representingthemidpoint),amidlinestudywasconductedtohelpADSIwiththeevidences,insightsonthe extent of achievement of objectives, factors that facilitate and impede theprogress, andproviderecommendationsformidcoursecorrections,ifany.

2.0MidlinestudyobjectivesThe overall objective of themidline studywas to assesswhether and/or the extent towhich targetshave been achieved thus far in the project, understand the determinants enabling and/or disablingachievementof targets, theextentofownershipbuiltamongthetargetgroups,capturekey learningsfromtheimplementationexperienceandrecommenddoableactionsfortheremainingprojectperiod.Specificevaluationobjectiveswereto:• Assess the project progress/changes (since baseline) of the project so far and its likelihood of

achieving its stated objectives (more than a year since implementation began) on the followingaspects;- Institutionalization:Investigatethecurrentlevelofinstitutionalizationofnationalstrategiesfor

thepedagogical integrationof ICTuse in STEM and other subject teachingas related to

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policy in teacher development, curriculum, pre and –in service, school support andmanagementpractices;

- DigitalSchoolsDevelopment:Establish thecurrentconditions,needs, resourcesandprioritiesoftheschoolsinrelationtoICTinSTEMteachingandlearning.

- TeacherDevelopment:Establishchanges in teachercompetenciesandpractices for ICTuse inSTEMsincebaseline.

- Student Learning: Measure learner 21st century skills and other learner achievements inrelationtoSTEMsubjectsandgatherfeedbackontheirexperiencesandattitudestowardstheuseofICTinSTEMlearninginsideandoutsideofschools.

• Assess the ADSI programme in terms of relevance, effectiveness, efficiency of project

implementationandlevelofownershipbyprojectbeneficiariesandotheractors• AssesstheADSIprogrammeintermsofeffectivenessofnetworkingwiththedifferentstakeholders

foroptimalleveragingofresourcesandsustainabilitybenefits.• Documentlessonsonwhatworks/doesn’tworkintheimplementationofADSIapproachandTheory

ofChange.• Generatepractical,action-ablerecommendationsthatcanbeimplementedbytheprojectactorsin

theremainingphaseoftheproject.

3.0ResearchMethodologyandApproachAs was the case with the baseline, a mixed methods approach employing both qualitative andquantitative techniqueswereused including;Quantitative surveywitha representative sampleof thepopulation of students, principals and teachers; Focus Group Discussionswith teachers and studentsand key Informants In-Depth Interviews with government officials. Where necessary or appropriateothermethodssuchasobservationwereusedspeciallytoverifysomeoftheresponses.

3.1ThesampleTolimitbiases,therewerevariedmethodsusedtoarriveattherespondents.Therefore,samplingwasdoneatdifferentlevelsasfollows;First50%(40)oftheADSIschoolswererandomlyselectedbutensuringthatthenumberwasequallydistributedacrossthe4Counties.Thisthereforemeantthat10schoolsweretargetedpercounty.

• Ineachoftheselectedschools,thePrincipalwasautomaticallytargeted.• ThentherewasaprovisiontointervieweithertheChairpersonoftheBoardofManagementor

ChairpersonofParentTeacherAssociation.Incaseswherewecouldnotgeteitherduringtheresearchperiod,theDeputyofeitherwasinterviewed.

• AsfortheADSIteachers’survey,6outofthe10ADSIteacherswereselectedforinterviewineveryschool.

• AsfortheFGDs,ineachCounty,(8-10)teacherswereselectedfromatleast4oftheADSIschoolsacrossthecountytomakeup3Distinctgroups(1forteachersofMaths/Physics/Computerstudies,1forteachersofChemistry/Biologyand1forothersubjectssuchaslanguages,humanitiesandindustrialarts)

• Forthestudents’survey,10studentswererandomlyselectedineachofform1,2,3and4tomakeasampleof40studentswhoweregiventhequestionnairestocomplete.Inschoolswithmorethan1stream,astreamwasfirstselected(pergrade)randomlyandthenthestudentselectiondone.

• FortheStudentFGDs,withthehelpoftheProjectCoordinators,schoolswereputinto3categories(whereADSIseemstobesucceeding,whereitsaverageandwhereverylittletractionhasbeengained).Ineachoftheschools,agroupwasrandomlyconstitutedforwithLower

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forms(form1&2)orupperforms(3&4).Therewereafewinstanceswherewesampledmixedschoolswhereboyslearnseparatelyfromtheirfemalecounterparts.Insuchcases,twogroupswereinterviewedinthesameschool.

3.2DatacollectionThe studywas ledby theGESCIMERL Specialist and a groupof carefully selected freelanceResearchAssistants. Face to face interviews were carried out with school leaders, teachers as well as countyofficials.Thestudentsurveywasaself-completionquestionnairewhichwasdistributedto40(10fromeach grade/form) randomly selected students in each of the schools. FGDs were conducted withcarefullyselectedrepresentativesoftheADSIteachersandstudentsandthesamplingaimedtohaveaswidearepresentationaspossible.TheteacherFGDswereallmoderatedbytheGESCIMERLSpecialistwhilethestudentoneswereconductedby3differentResearchAssistantsusingadiscussionguideandthediscussionsweredigitallyrecorded.Similarly,theKIIswereallcarriedoutwithgovernmentofficialsatthecountylevelusingadiscussionguideandthediscussionrecorded.

3.3ResearchinstrumentsAtotalof7researchinstrumentswereusedintheMidlinestudy.Asmuchaspossible,theinstrumentswere designed to mirror those used for the baseline to enable comparability of results. Training ofResearchAssistantswascarriedoutandincludedthepretestingofthetoolacross2ADSIschoolsafterwhichthetoolswererefinedandapprovedforuse.Table1:ThefollowingisthebreakdownofsampleandresearchinstrumentsusedTargetgroup Method/approach Targetsample Sample

achievedDatacollectioninstruments

ADSITeachers Survey 240 243 StructuredquestionnaireFGDs 96 114 Discussionguide

Schoolleaders

Survey 40Principals 40 StructuredquestionnaireSurvey 40 BoM/PTA

Chairpersons38 Structuredquestionnaire

Students Survey 1600 1600 Self-completionquestionnaireFGDs 120 140 Discussionguide

Governmentofficials

KIIs/Depthinterviews

12 16 KIIdiscussionsguide

Totalsample 2,211 3.4AnalysisQuantitative data cleaning and entry was a continuous process undertaken daily in the course offieldwork.Datawascollectedanddigitizedbybeingenteredintosurveymonkeyonadailybasis.Whilethesurveymonkeywasabletoprovidebasicanalysis,datawasthentransferredintoStatisticalPackagefortheSocialSciences(SPSS)forfurtheranalysis.Itwasthencleanedtotakecareofinconsistenciesanderrors,whichmayhaveoccurredduringcodingandentry.Analysiswasundertakenbycomputing thenecessary statistics such asmeans, frequencies andpercentages and in some cases cross-tabulations.Thesewerethenpresentedindescriptiveformatssuchastables,graphsornarrations.Qualitative interviews were recorded using digital voice recorders. They were then transcribed intoworddocuments thenentered intoNVIVOqualitativedataanalysissoftware forcoding.Thedatawasthen thematically analysed and interpreted into findings. The findings were then presented throughinferentialnarrativesillustratedusingverbatimquotes.

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3.5LimitationsThisstudyhasencounteredandaddressedafewlimitationsaslistedbelow;

• First,thestudywasonlyconductedwithintheADSIinterventionschoolsthereforenodatatocomparewithotherschoolsinthecounty.

• Second,forthelargepartthestudyreliedonretrospectiveself-reporteddata.Thereisthereforethepossibilitythatsomeparticipantshaddifficultiesrecallingimportantinformationorprovidingaccurateinformationspecificallyincaseswheretheywereaskedtostatetimelinesandfrequency.

• Third,thestudywascarriedoutintheperiodproceedingtheNationalexaminationsthereforethetimeallowedinschoolswasrestricted.Thishamperedtheuseofobservationtoverifysomefacts.

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“TheschoolstrategicplanhasindicatedapartofthedevelopmentonICTandotherareas.ThepolicyhasnotbeenchangedsinceitsformationtomanageICTintheschool”Principal,Nyamira

“OurvisiontobealeaderICTintegrationhasbeenincorporatedinthestrategicplantobeimplementedinthenext3yearsanditincludesamongotherthingstoincreasetheICTequipmentintheschoolandadditionalhumanresource”Principal,TaitaTaveta

“ItspellsouttheschoolvisionofICTobjectivestothegirlstowardsdigitalICTskillsandICTintegrationinteaching,WhentheSBCteachergivesdirectionstheyaresupposedtofollow”Teacher,Kiambu

“There is a policy because it was one of therequirements by ADSI we have developed andimplemented.IthasaweekofICTforeveryteacher,italso contains rules and regulations on borrowing,securityof ICTequipment. Itcontainsa lotofcontentin it andwehave implemented it even though everynewthinghaschallenges”Teacher,Nyamira

4.0MainFindings4.1ThestatusofinstitutionalizationofADSIandICTintegrationThefirstaimofthemidlinestudywastoinvestigatethelevelsofinstitutionalizationofICTintegrationineducation.ThemainquestionscheckedtheexistenceandknowledgeofschoolICTpolicyamongtheparticipatingschools,alignmenttonationalgoalsandICTvisions.4.1.1Existence,knowledgeandawarenessofICTpoliciesandintegrationinschoolgoalsandplanningThestudyfirstcheckedwhethertherehadbeenanychangesinthegoalsfordevelopmentandimprovement.Here,threeaspectswerechecked:existenceofschoolvision,policiesandguidelinesonICTintegrationandwhethertherewereanynationaldevelopmentgoalstheschoolsonICTintegrationthattheywereworkingon.Additionally,whethertheschoolswereparticipatinginanyother(apartfromADSI)educationalinnovationprograms.

OneofthemainobjectivesofADSIwastosupportandencourageschoolstohaveanICTintegrationandusepolicyfortheirschools.Assuch,thePrincipalswerefirstaskediftheyhadICTpolicy/visionsintheirschools.AmongthePrincipalsinterviewed,85%saidyes,10%saidnoand5%saidtheywereintheprocessofmakingthepolicies.ThemajorityoftheschoolsreportedhavingmadeadjustmentstotheirdevelopmentgoalsmainlytoincorporatetheICTintegrationpillar.OthershadcomeupwithnewICTpolicieswhileothersmadeimprovementstotheexistingones.

Similarly,theteacherswerealsoaskediftheywereawareofanypoliciesonICTintegrationintheirschools.82%saidyes,15%saidnowhile3%werenotsurewhetherornotsuchapolicyexistedintheirschools.Amongthosewhosaidtheyknewofapolicy,92%saidtheycoulddescribethepolicywhile8%couldn’t.QualitativeinterviewswithteachersrevealedthatmostschoolsnotonlyhadtheICTpoliciesbutthatawarenessonthecontentsofthesepolicieswasalsostrongamongtheteachers.Askedwhatthepolicieswereabout,themajoritysaidthepoliciesspelt-outtheICTintegrationvisionsoftheschools,useandmanagementofICTequipmentandinfrastructure,userguidelinesandothersborderedonprotectionofstudents.AfewschoolshadpoliciesthatmadeitcompulsoryforeveryteachertointegrateICTintheirteachingatleastforagivennumberoflessonsinaschoolterm.

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“Thepolicystatesthat,theadministrationhasprovidednecessarysupportbyprovidingadditionalequipmentandinternet.Teachersareencouragedtoadoptuseoftechnologyinteachingandstudentsareguidedonhowtousetheinternetresponsibly”Teacher,Nyamira

“ThepolicyencouragesSTEMandNon-STEMteacherstouseICTinteachingandlearningasit'salsoagovernmentrequirementthatstudentshavebasicICTskills”Teacher

“Thepolicyguideshowtheequipmentisused,ithasalsoledtheschooltogetadditionalcomputersandICTequipment;2additionalcomputers,anS.M.Ssystem,financesystem,alibrarymanagementsystemandCCTVinalloffices”Teacher

“It[policy]makeslearnersandteacherstovisionizeit,ownandembraceICTandinintegratingICTinleaningandteaching”Teacher

“ThepolicyhasbeenabletocontrolthestudentsbecausetheyfollowtheguidelinesthatcontroltheirbehaviorwhenusingtheICTtools”Teacher

“One of the highlights concerns other ICTtools like phones which are prohibited inschool. Only computer and laptops are inoperation but under supervision of teachers.Studentscannot justhavethem,saytheyaregoingforasciencecongressandtheywanttodo a presentation it does not happen. Theyhave to seek permission to use them in thepresentationortheresearchtheywanttodo”Teacher,Narok

ThisstudyfoundoutthathavingaschoolICTpolicyhadbenefitstotheschoolsbeyondjustbeingoneoftheADSIgoals.TeacherslistedseveralfactorsthattheybelievedwerethekeystrengthsandbenefitsoftheirschoolICTpoliciesandguidelines.Theyreportedthatthepolicieshadhelpedin;

• Buildingsupport,buy-inandcorporationamongmembersoftheschoolontheimportanceofICT.

• MotivatingtheschoolleadershiptoinvestinthegrowthofICTinfrastructureandequipment.• HelpedstreamlinetheuseandsharingofICTresourcesandprotectingmisuseofthefacilities.

4.1.2ADSIalignmenttonationalgoalsandinitiativesTheschoolleaderswereaskedwhethertherewereanynationalgoalsforschooldevelopmentandinnovationthattheywereworkingon.Thefindingsrevealthatalmostalltheschoolswereworkingonatleastonenationaldevelopmentgoalandprogramme.MostnotableonesbeingthenationalgoalsonICTintegrationinthecurriculum,governmentpolicyonincreasingICTliteracy,andtheTeacherPerformanceAppraisalandDevelopment(TPAD)guidelineswhichrequireeveryteachertointegratetechnologyintheirteaching.Othersreportedthattheywerestrengtheningtheuseoftechnologyinschoolmanagementprocesses.

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“Yes,wedohavenationalgoalsthattheschoolisworkingtowards,especiallyensuringthatalllearners,irrespectiveoftheirbackgrounds,acquiresecondaryeducation.AnotheroneismakingICTpartoflife”Principal

“Yes,thepolicyofICTintegrationintheKenyancurriculum.WetrainteachersthroughtheADSIprogram,wealsoinvolvetheworkersthatistheclerksandsecretaryintransmissiononinformationtostakeholderslikeparents”Principal

“Yes,thepolicyofICTintegrationintheKenyancurriculum.WetrainteachersthroughtheADSIprogram,wealsoinvolvetheworkersthatistheclerksandsecretaryintransmissiononinformationtostakeholderslikeparents”Principal

“CEMASTEA,SchoolExchangeProgramme-YES.WenormallyhavevolunteersfromGermanywhoexposeourstudentstodifferentculturesandalsoparticipateineducationalactivities.TIMAZItoo,whichfocusesonreadingbooksandencouragingreading.E-Kitabuwhichisamobilebookprovider,thoughwehaven'taccessedthecontentyet.Wewanttobeginaccessingsuchcontentthisterm,butithasfinancialimplications.Wearethereforewaitingforfinancestoaccessthematerials”Principal

“Yes,SMASSEandleadershipprogramtomakeourstudentsunderstandsomerolesoutinthecommunity.Ourvisionistoproduceastudentwhocanmanagehimselfoutthereandnotreallymustbeemployed.Equatingeducationwithmoneyarethingswhichwe’dwanttocomeoutofpeople’smind”Principal

“ICTLiteracy,ensuringthatallcommunicationintheschooliscentralizedandisthroughICT(WeuseSMStocommunicatetoparentsaboutmeetings),wehavealsoinstalledabiometricsystemintheschoolforstudents,wealsoencourageparentstomakefeespaymentsusingtheirmobilephonesorthroughtechnology”Principal

ApartfromADSI,severaleducationalinnovationinitiativeswerereportedlytakingplaceamongsomeoftheschoolsandcountiesnamely;nationalinitiativessuchasCentreforMathematics,ScienceandTechnologyEducationinAfrica(CEMASTEA)andStrengtheningofMathematicsandScienceinSecondaryEducation(SMASSE)thathelptrainteachersonhowtoimproveinteachingSTEMsubjects.Therewerealsoreportedlyinitiativesfromotherdevelopmentpartnersthateitherprovidedequipmentorwereworkingtotrainandstrengthencapacityofteachersbutalsostudents.

4.1.3PlanningandimplementationofADSIThestudyalsocollectedfeedbackfromtheschoolleadersontheirexperiencesandapproachesintheimplementationofICTintegration.Herethefollowing3indicatorswereexplored;HowplanningforICTintegrationisdoneandiftherehavebeenanyrecentchangestotheirsystems,structuresandprocessesthatwereinplacebeforeADSI;anyadditionalresourcestheyhadputinplace;strategiesusedtocommunicateICTplanstovariousgroups;andthelevelofinfrastructure.

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“Theschoolallowsteacherstoparticipateinplanningoftheseprograms;ThereisalsoaplantoinstallCCTVintheschool.Theparentsalsosupporttheschoolinbuyingdataforinternetuse”Principal

“ICTintegrationhasbeenasuccessintheschoolcourtesyoftheteachersintheprogram.Theschoolhasacquiredadditionalcomputerstofillofthegapofinsufficiencyofcomputers”Principals

“Wehavebeenverysuccessfulintheimplementationbecauseallteachersandstudentshaveverypositivelyaccepteditandarealwayseagertolearn.Wehavesucceededincreatingapositiveattitudeinlearning,especiallytoteachers.WehaveincreasedthenumberofICTfacilities-computers.Wedidn'thaveacomputerlabbutnowwehaveone.Wehaveformally-trainedteachersonICTinpartnershipwithKTTC.Wehavealsomadeexaminationsdigital.Teacherstypeexaminations”Principal

“AstheBoard,wehavediscoveredtheimportanceofexposingourchildrentoICT.Wethereforehavesupportedinfrastructuraldevelopmentandallocatedfundstoensuresmoothimplementation”BoMChairperson.

“ICTplansarecommunicatedtostaffandBoMthroughmeetingsandstaffbriefs.Theyformpartoftheagendaforthemeetings.WealsocapitalizeonTPAD.It'snowarequirementfromouremployer.Werefertoitwhenwewantittobedone.Wealsoshareexperiencesfromclass,egfromusingsimulations.Suchlearningisexportedtootherclasses”Principal

“Weuseteachersmeetingswiththeschoolprincipal,MeetingsandpresentationsbydeanofstudentsinPAandBoMmeetingsandprojectingonscreentoshowthemtheneedofICT.Discussionsatboardlevelsandpresentingtheinformationtotheschoolstaff”BoM/PAChairperson

Intermsofplanning,therewerevariedapproachesreportedbydifferentschoolswithmostworkingmorecloselywithteachers(especiallyADSIones)tocomeupwithplans,othersusingtheBoardsofManagement(BoMs).However,therewasverylittleevidencethattheschoolswereinvolvingstudentsandparentsintheirplanning.

In

regardstohowICTplansarecommunicatedtothevariousplayers,therewerevariedmethodsreportedacrosstheschools.Generally,though,meetings(staff,AGMs,parents’meetings)weremostlyusedtocommunicateaboutschools’ICTplanstoteachers,parentsandotherstakeholders.Therewerealsoreportsofsomeschoolsthatutilizedmoderntechnologyindiscussionplansnamely;SMSplatformsWhatsAppandemails.

4.1.4PerceptionsonthesuccessofimplementingADSI

Mostoftheschoolleadersratedthemselvesveryhighlyinregardstothelevelofsuccessintheimplementation.ThosewhoratedthemselvesmainlyinvokedtheirparticipationinADSIashavingcatalyzedtheirplanning,acceptabilityandintegration.Othersmainlycitedcooperationfromteachers,othersthefactthatstudentsandparentshadembracedICTintegrationwhileotherstalkedabouthavingdevisedtheirwaystoimprovetheacquisitionofadditionalresources.

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“TheschoolusestheKICDcurriculumthathasnotchangedoverthepastyear.Thecomputersforallsubjectsareloadedwithcontent.TheICTpolicyguidesICTuseintheschool.70%ofteachinghappensontheICTplatform.UseofICTinteachingandlearningpreparesthestudentsbetterfornationalexams”Principal

“WehavetheKNECICTcurriculum.Nocurriculumchangesinthelastoneyear.NotallcomputersareloadedwithcontentforICTuseinSTEMsubjectteaching.5laptopsareloadedwiththecontent,andprobablypersonallaptopsownedbytheteachers.WealsohavethedigitalcurriculuminformofCDsespeciallyfortheSTEMsubjects.Wedon'thaveacommonportalforteachersandstudentstoaccess.”Principal

4.2StatusofDigitalSchoolsDevelopmentOneof the keyproductsofADSI is the ICT integration roadmapwhichdefines thepathways towardsmakinga school aDigital SchoolofDistinction.As at themidline study, 72outof the80 schoolshadalreadyachievedthee-enabledstatus(progressfrome-initialatbaseline.However,thisstudycollectedinformationon the factors thathadcontributed to thisprogress towardsmakingparticipatingschoolsDigitalSchoolsofDistinction.Todothis,thestudycheckedthecurrentconditions,needs,resourcesandprioritiesoftheschoolsinrelationtoICTinSTEMteachingandlearning.4.2.1SchoolsupporttowardsICTIntegrationFirstwastocheckwhethertherewassufficientsupportwithintheschoolstowardsimplementationADSIandICTintegration.Here,thefollowingaspectswereexplored;Supportforcurriculum(rules,regulations),supportforpedagogy(toolsandapproachestoteachingandlearning),organizationandmanagement,professionallearningsupport.

SupportforICTIntegrationinthecurriculumUnderthistheme,thestudycheckedthecurriculuminuseandwhethertherehadbeenanychanges,whetherthecomputersinusewereloadedwithcontentforSTEMsubjectuse,whethertherewereplatformstoaccessresources,ifthereweresetrulesinusingICTintheclassroomandpercentageoftimededicatedforICTintegrationinteachingandlearningandwhethernationalexaminationshadanimpactonICTuseinclassroompractice.AlltheschoolsreportedthattheywereworkingstrictlywiththeapprovedKICDcurriculuminallthesubjectsaswellasguidelinesfromtheKenyaNationalExaminationsCouncilcurriculumwhichinfluencedwhatwastaughtfortheComputerstudiessubject.

SupportforICTuseinpedagogyUnderthistheme,thestudyfirstexploredtherulesandbeliefsaboutteachingandlearningintheschool,aboutdevelopingstudentknowledgeandperformance.Acrosstheboard,itemergedthatthereisgenerallyaverystrongbeliefandrecognitionthatICThasgreatpotentialtoimproveteachingandlearningbutalsoinenhancingperformance.

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“OurbeliefasaschoolisthatICTcanimproveteachingandlearning.TeachingusingICTisinterestingandthathasbeenmostlyproventoberight.Yes,ourteachersarecomfortableusingICT.Yes,theyuseitinSTEM,Geography,English(ButwithEnglish,it'snotreallythegrammarpart,buttheliteraturebooks-playsandnovelsetc.).ActivitiesforwhichthestudentsandteachersuseICTincluderesearchingonthepartoftheteachers,lesson-preparationandmanymore”Principal

“ThebeliefwehaveisthatICTmakeslearningeasyandcollaborativefromtheteachersandallstudentsinaclasssetup.Ourteachersarecomfortableusingcomputersthat’swhytheyarecomplainingthelaptopsarenotenough.Andbeforewehadthesecretarytypeandprintexamsbutnowadaysteachersdoitontheirown.ICTismainlyusedinBiology,Geography,Business,Chemistryandlanguagesmostlywhentheywanttoexplainaconceptnoteasilyunderstoodbythestudentsmakingthelearn”BoM/PTA

“Yes,verycomfortableinteachingandlearning,preparationofexams,exchangeofideasandalsoongeneralcommunication”Principal

“ICTuseintheschoolsupportsefficacyinlearningandteaching.TeachersareallcomfortableinusingICTapartfromafewwhouseregularmethodsinteaching.BothteachersandstudentsuseICTinlearning:research,studyandillustrationsduringlessons”Principal

PrincipalsalsoreportedthatmostoftheteachersespeciallythoseintheADSIprogrammeweremorecomfortableinusingICTforteachingandinteractingwithstudents.Thisisreportedtohavemadelearningmoreinteresting,efficientandteachingeasier.Asexpected,mostoftheteacherswhowereintegratingICTwerefromtheSTEMsubjectsbutofcoursethepracticewasreportedlygainingtractioninalltheothersubjects.TherewasalsogreateruseofICTbyteachersinmanagingtheirwork,examinationsandcommunicatingwithparentsandstudentsduringtheschoolholiday.

SupportforICTuseinOrganizationandManagementsupport

Inthistheme,thefollowingaspectswereexploredbythisstudy;whatweretheproceduresforadministrationofICTfacilities,acquisitionsandbudget;specificrolesandresponsibilitiesforvarious

“Teachers use the ICT devicesdifferently depending on thelesson content. ICT is used inall subjects however, someteachers prefer to have somelessons delivered regularly”Principal

“ThebeliefwehaveisthatICTisreallymakinglearninginterestingandtheoutcomeislearnersgettounderstandfaster.Somearescaredbutveryfewinnumber.GoodenoughIhaveayounggenerationwhoembraceitwellIt’smoreofteachersaswedon’thavealabforstudentstobeabletoaccessthecomputers.Theyuseitinalmostallthesubjects.Someforpowerpointpresentations,showingpictorialsofphenomenalikeinGeography”Principal

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“Inourschool,teachersraiserequisitionsforapprovalatmanagementsitting.TheICTequipmentacquiredismaintainedbytheschoolcomputertechnician”Principal

“Departmentalrequisitions,budgetgeneration,approvalandimplementationofplansisusuallytheproceduresofacquisitionofICTequipment.AllschoolactorshavearoletoplayinensuringthatintegrationofICTinteachingandlearningissuccessful.InsolvingtechnicalICTissues,thereisanexternalconsultantwhohelpsinsolvingproblemsandtroubleshooting”Principal

“AcquisitionofICTequipmentstartsatthedepartmentallevels.Weassessrequirementsandgiveproposalstomyoffice,whichsynthesizesandintegratesallofthemandallocatesresourcesasperthefeesforthatandthereaftertheboarddiscussesandonceitdiscussesitandapprovesit,itbecomesaworkingstatementtobeimplementedthefollowingyear.ICTcoordinatorhelpstocreatediscussionsonICTpolicy,needs,coordinatesICTlessons,managesICTresourcesandcoordinateswithexternalorganizationsthatdotheservicing”Principal

“TheBoMprovidestheneededgoodwillandfinancestoimplementtheICTprojectsintheschool.Theschoolallocatesbudgets,thentenderingisdone.Thedepartmentsgiveouttheirpurchaserequestsandtheschooldoesthebudgeting”BoMChairperson

peopleinICTintegrationandwhatsupportteachershaveintroubleshootingandsolvingtechnicalproblems.

Intermsoftheproceduresforrequisition,administrationandresourcingforICTfacilities,itemergedthatmostoftheschoolshaddevelopedinternalguidelinesandproceduresforprocuringICTequipment.Mostoftheproceduresrequiredindividualteachers,HeadsofDepartments(HoDs)andinsomeschoolstheADSISchoolBasedCoordinators(SBCs)tomakerequisitionofanyequipmentorexpenditure.Theserequestswerethendiscussedinmanagementmeetingsandapprovalsmadebeforethepurchaseofthesame.Forsmalleritemssuchasinternetbundles,theteacherswereexpectedtosubmitrequeststotheprincipalsforconsideration.

Thereisastrongrecognitionamongschoolleadersthateverymemberoftheschoolcommunityhasaroletoplay.TheprincipalssaidtheyhadaroleinensuringagoodenvironmentforICTintegration,enforcingpoliciesandsupportingteachers.FortheBoM/PTAtheirrolewassaidtobethatofsupportingtheacquisitionofresourceswhilefortheteachers(especiallyICTteachers)itwasimplementingprogramsandtakingcareoftheequipmentandmonitoringstudentuseofICT.TheADSISBCsemergedstronglyasthedrivingforceinICTintegrationacrossmostoftheschools.

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“WehaveabookletwheretheSBCisincharge,aledgerforthelaptopsandamovementbookonallICTresourcestoshowwhotakesitatwhattimeandwhenisitreturned.TheICTcoordinatorupdatestheteachersverballywhattherequirementsofADSIare,remindsthemonthechats,assiststheteacherswhohaveaprobleminICTandalsoremindsthemtheSchoolorganizationsgoalsonICT.Theteachersensuretheyareup-to-dateonachievingtheirdeadlinesandalsobyattendingthetrainings”Principal

“TheADSISBCmeetswiththeteachersregularlytodiscusstheiruseifICTsinteachingbuttheydonothaveascheduledday/time;theydoitaspertheiravailability”Principal

“Ihavemadeallclassroomstohavesocketsaroundtheblackboardssothatit’snotonlyeasytopluginequipmentbutalsosothatitbecomesverydifficultforthestudentstotamperwiththemastheycanbeseen.TheCommunicationsauthoritydonatedadishforinternetwhichwehavebeenusingeventhoughconnectionsarestillpoor.Thisyearwesignedupwithtelecombutstillhavingchallenges”Principal

“Wehavecreated2extraroomsforICTuse,apartfromthecomputerlab.Weusethemasteachingrooms,so3lessonscangoonconveniently.Weboughtanadditionallaptopandinstalledahigh-speedprintertohelpinthedevelopmentofeducationalmaterials”Principals

“Inschooldevelopmentplans,abudgethasbeensetforimprovingICTinfrastructure.Currently,thereisatemporalroomforICT.Therehasnotbeencomputerclassesduetolackofateacherandanequippedcomputerlab.ThereisnoICTdeviceorvisiblecomputersinthelab”BoM/PAChairperson

“WeareaSTEMmodelschool.WehavehadourteacherstrainedbytheMinistryofEducationonSTEM.WealsointendtohaveaSciencecompetitionorganizedbytheschooltoinviteotherschoolsfromtheneighboringtocomeandpresenttheirscientificandengineeringinnovations.Thiswillcallformorefunding”Principal

4.2.2LevelsofschoolICTresourcesinADSIschoolsAsexpected,ADSIhadprovidedequipment(3laptops,2projectorsand2internetrouters)toeachoftheparticipatingschoolsasabasicICTconfiguration/package.Thestudyhowever,checkedthecurrentlevelofequipmentacrosstheschools.ThefindingsrevealedgenerallybigpositivechangesinschoolICTinfrastructureandtheincreaseofresourceseventhoughthelevelsremaineddisparateacrossindividualschools.

However,thisstudyfoundthatmostoftheschoolscoveredinthisstudyhadimplementedsomepositivechangesintheschoolICTinfrastructure.Thechangesininfrastructurerangedfrombuilding/improvingcomputerlaboratories,purchasingmorelaptops/computersandprojectors,installingwhiteboards,installingsocketsintheclassrooms,purchasinginternetequipment,developedschoolwebsites/portal,bulkSMSplatformsetc.

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“Wehavedonealot;reachingouttoNGO's,donorsandoldboys,alsowritingandapproachingtheministryforICTteachersabsorption.Wehaveacomputerlabwithabout16computers.Wehavecomputersinthesecretaryoffice,Digitalcamera,photocopiers,projectors,laptops,schoolintraphoneconnectionschoolbased,WIFIconnections.Wehaveaportalwherewepostandaccessonmattersarisingevents,announcements,examstimetablesandupdates”BoM/PAChairperson

“WehavepartneredwithFriendsofConservation,alocalorganizationthatisworkingtowardsempowermentoftheMaasaigirlchild;theorganizationhasprovidedseverallaptopsandaprinter,theyalsoimpactotherskillsonthegirlsstudentslikedrawingandbeading,3.Wewillneedfinancesfromparents,politicalgoodwillfromlocalleaders"BeinganativeIhaveenjoyedsupportfromthelocalleadershipandcommunity"Principal

“IcansaythatthisICTintegrationintheschool is improving the schoolmanagement.Likeinourschool,itistheSBCwhoadvicestheprincipalonhowtoinstall the CCTVs so that it improvessecurityintheschoolcompound.Like,headvised on the concept of biometriclogging-inandout.SoIcansaythatthisICT integrationhascontributed to thosekindsofbenefits”Teacher,Narok

“Inourschool,weareluckythatourSBCisveryknowledgeableinICTtechnicalissues.So we usually refer any problems to himand he has been able to help us withtechnical problems and even when areunable to log into the online platforms”Teacher,Nyamira

Othershadreportedlyincreasedtheirhumanresources,yetothershadincreasedbudgetaryallocationtotheICTintegrationcomponentsintheirschools.Severalinitiativeswerealsoreportedwhereschools

werereceivingadditionalsupportfromgovernmentaswellasdevelopmentpartners.OthershadalsoreportedlydiversifiedtheirsourcesoffundingforICTinfrastructurewithafewalreadyhavingreceiveddonationsfromtheschoolcommunityandleadership.

4.2.3ICTprocurementandinventory

ThestudyalsoexploredthepracticearoundICTequipmentmaintenance,troubleshootingandsolvingtechnicalproblemacrosstheschools.

First,thestudycheckedhowschoolsgoaboutpurchasingICTequipment.Fortheschoolswithcomputerstudiesasasubject,theschoolleadersmostlyreliedonrespectiveICTteacherstoadviseonequipmentneedsandspecifications.However,formajorityoftheschools,theADSISBCreportedlyplaysacentralroleinassessingequipmentneedsandhelpingindecidingwhatequipmentwasneedandwhatexactlytopurchase.Anotherunexpectedfindingwasthatamongmostoftheschools,theSBCsrolehadgonebeyondjutshelpingsteertheprojecttobecomingkindoftherepresentativeandspokespersonsforothersteacherswhenevertheyneedschoolleadershiptodosomethings.

Second,theteacherswereaskedwhocarriesout

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“TheICTcoordinatorcoordinatesallICTrelatedactivitiesintheschool.Hemonitorsactivitiesinthelabandisalinkbetweenteachersandtheschooladministration.HeisalsoresponsibleforanyrepairstobedoneonICTequipmentintheschool.HeadsofDepartmentsaretheonestoinculcateintheirdepartment'smembership,theneedtomakeICTarealityintheirdepartmentsthroughpromotingsuchactivitiesastypingnotes,makingschemesofworketc.Thereismaintenancesupportavailablefromoutside”Principals

“Theadministrationusuallyreceivesrequestsfromteachersforinclusioninthebudget.Throughtheschoolvisionandgoals,everybodysupportsuseofICTinteachingandlearning.AconsultantcontractedbytheschoolusuallymaintainstheICTequipment”Principals

67%

21% 21% 13% 3% 3% 0%

10% 20% 30% 40% 50% 60% 70% 80%

Externalcompany Teacher(non-computer)

Computerteacher Complabtechnician

Non-teaching staff Others

%re

spon

dents

Maintenance

Figure1:WhodoesserviceandmaintenanceforyourICTequipement?(n=243)

maintenance,serviceandrepairoftheirequipmentfromtimetotime.Ascanbeseeninfigure1bellow,themajorityoftheschoolshaveengagedexternalcompaniesorconsultantsinmanagingtheircomputersandabignumberusestheteacherswithITknowledgetocarryoutroutinemaintenance

services.

4.2.4SchoolICTintegrationenvironmentandcultureAnotheraspectthatwasexploredamongtheteachersinthequalitativeinterviews,wasthechangesinschoolenvironmentandcultureinregardstoICTintegration.Findingsrevealedthattheprojecthasoccasionedmanyvariedchangesfromschooltoschool.Formostschools,ICTintegrationintoteachinghadbeenmademandatoryforallteacherswithmostcaseswherethePrincipalsandHeadsofDepartmentsenforcingthosethrougheitherteacherrecordsorclassroomobservations.

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“WehaveatimetablewhereeachteacherhasbeenassignedalessononceinaweekforICTand we have the students being exposed tothecomputationandsometimesourSBCalsocallsusand informsusabout theADSI.Eventhe other teachers who are not part of theADSIhavehadthechancetoimpactstudents”Teacher,Narok

“Inmyschoolwehavemadeitmandatoryforeach class to go to the computer lab everyweek to learn basic skills even thoughwedonot have computer as a subject. We have atimetable which is being followed and theSTEM teachers are the ones driving it”Teacher,Nyamira

4.2.5ICTbuy-inusageandresultsTounderstandthelevelsofICTbuy-in,usageandresults,thefollowingaspectswereexploredindetail;buy-inontheobjectivesofICTintegration,ICTusageoutputs,resultsandcriticalsuccessfactorsandthechallengesencountered.

ICTbuy-in

TocheckthelevelsofICTbuy-inamongtheschools,thefollowingaspectswereexplored;whatisthegeneralperceptionamongstudentsandstaffaboutICT,howhavetheteachersandstudentsrespondedsofartoICTandhowhavetheparentsreacted.

TheschoolleadersreportedthattherewerewidespreadpositiveperceptionsamongteachersandstudentsaboutICTintegration.TheydescribedteachersasmotivatedtouseICTforteachingandsaidstudentshaveexpressedexcitementandenthusiasmandalikingforthelessonsthataredeliveredusingICT.

ICTusage

“Thestudentsthemselvesareaskingforcomputerlessons.TheteachersfeelIshouldbuymorelaptopsanddesktops.OnparentstheyarenotthatinformedbutstilltheyfinditnecessarytouseICT”Principal

“Allschoolstakeholdershaveabuy-inandsupportstheprogram.TherearepositiveandencouragingresponsesfromteachersandstudentsregardinguseofICTintheschool”BoMChairperson

“Teachersareverypositiveaboutit.TheyareenjoyingteachingusingICTasitbecomesenjoyable.Theresponseisgood.IthascreatedsomeenthusiasmespeciallyinsomesubjectswhichareusingICT.We'venotknownmuchfromtheparents”BoMChairperson

‘TheperceptionhasbeenpositivebecauseICTisapplicableintheirhomes,placeofworkandtheirlives.It'sinevitable.Theyallhaverespondedverywell.Intermsofmakingteachinginteresting.Theyalsohaveapositiveattitudebecausewithintheclassroomandwithout,currentlytheexaminationdepartmentisusingICTinfrastructuretoreleaseexamresults,whereindividualandclassperformancesareprojected.Parentshavetakenthispositively.Goingforward,wearegoingtouseICTevenmore”Principal

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“Iwouldexpecttoseealotofinteractionsandstudentsbeinginvolvedintheteachings.Theteachersaredoingwelldespitethelimitations.WedidwellasourstudentswerenumbertwointherecentADSIcompetitioninVoi,whichmeanstheyreallylovetheICT

“Iwouldexpecttoseeaworksheet,simulations,seeingstudentscontributingbydiscoveringsomethingnewwhichtheywillask.TheteachersareaboveaverageontheintegrationofICTinSTEM.IthasbroughtanimpactandapositiveoneforthatmatterbecausebeforetheintroductionofADSIourstudentshavechangedmuch”Principal

InregardstoICTusage(outputs),theschoolleadersreportedhavingseengreatprogressinthecomputeruseintheclassroom.Askedwhattheyhavebeenobservingorwouldexpecttosee(amongteachersandstudents)inclassroomswheretheteacherwasappropriatelyusingtechnologyinteaching.Mostsaidtheyhaveseenandwouldexpecttoseemoreparticipatorylearningwithstudentsgettinginvolvedinthelearningprocess,payingattention,researchingandenthusiastic.

4.3StatusofTeacherProfessionalDevelopmentTheMidlinestudyalsosoughttocollectinformation,feedbackanddatafromtheADSIteachersonthefollowingissues;

1. Teachers’experiencewithADSIproject2. Teachers’ICTaccess,useandtraining3. Teachers’generalICTKnowledge,attitudesandpractices4. ADSIeffectsonspecificICTcompetenciesanduseinclassroompractices5. Teachers’perceptionsonADSIeffecton21stCenturyskillsforstudents6. GeneralfeedbackonADSIprogramme.

4.3.1Teachers’experiencewithADSIprojectFirst,thestudycollectedfeedbackfromtheteachersonwhattheirexperienceshadbeen.Themajorityoftheteachersreportedthattheyhadhadpositiveexperiencesandgavepositiveviewsoftheprojectwithmanyacknowledgingthatatthebeginningmostwereskepticalandhadnegativeattitudesbutwereabletobuyinandunderstandtheimportanceandpickuptheimplementation.ThemajorityhadpositivereviewsoftheirexperiencesayingtheprojecthadgreatlyimprovedtheirskillsbothinICTaswellasmodernteaching.

“Weseeamoreenergizedteachingandlearning,studentsaremoreattentiveandinterestedtolearn”Principal

“Iwouldexpecttoseeanactiveclass,withstudentsactivelyinvolved.Iwouldalsoexpecttoseetheteachers'workbeingmadeeasier.ThestudentsuseICTinresearch.Theyundertakeanyassignmentsgiventothembyteachers”Principal

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100% 99% 92% 74%

48% 46% 36%

26%

0% 20% 40% 60% 80%

100% 120%

%re

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ICTequipment

Figure2:Doyouhaveaccesstothefollowingforteachingandlearningpurposes?(n=243)

“Ithasbeenawonderfulexperience.OfcourseifIcomparewhenIwasnottraininginGESCIandafterthetrainingIfeelthatmyteachingandlearninghasimprovedalotsinceIcanbeabletoaccessinformationeasilyandevenassistthestudentstodoresearchandthathasmadethelearningveryinteresting”Teacher,TaitaTaveta

“Mine has been a learning experience Ihave learnt teaching methods throughuseofthingslikesimulations,theconceptmappingsoIthinkIhavelearntalot.Andfrom the student side the reception hasbeengood. Idon’thaveachallengewiththestudentsbecausemost of themhaveaccess to the computers and PCs”Teacher,Narok

4.3.2Teachers’ICTaccess,useandtraining

Onthisaspect,thestudyexploredthelevelofaccessteachershadonvariousICTequipmentandresourcesforteachingandlearningpurposes.Asshowninfigure2below,100%hadaccesstoatleastacomputer/laptop/desktop,99%hadaccesstoaprojector,92%internet,74%Smartphone,48%digital

camera,46%television,36%radio&26%otherequipmentsuchaswhiteboards,Digitalvideorecordersetc.

4.3.3Teachers’ownershipofICTequipment

Thestudyalsocheckedthelevelsofownershipofpersonalcomputersamongteachersandsmartphones.Itemergedthat;

• 70%reportedintheaffirmativewhile30%saidtheydidn’townacomputerathome.Askedwhethertheyhadaccesstointernetontheirpersonalcomputers,79%saidyeswhile21%said

20

no.Further,32%saidtheyusedinternetalwaysontheirpersonalcomputers,15%3-4timesaweek,16%2-3timesaweek,15%atleastonceaweekand20%rarelyorneverusedinternetontheircomputers.

• 100%ofteachershadamobilephoneand99%oftheseweresmartphones.Further,itwasreportedthat99%oftheteachersaccessedinternetthroughtheirphones.Intermsoffrequencyofaccesstointernetonpersonalphones,95%reporteddoingsoalways,3%3-4timesaweek,and2%onceaweek

4.3.4Teachers’usageofICTforteachingandteaching-relatedactivities

Theteacherswereaskedtostatehowoftentheyusedcomputersorlaptopsinteachingandlearning.Itemergedthat;

• 24%saidtheyalwaysusedacomputer,14%usedit3-4timesaweek,25%2-3timesaweekand36%onceaweek.

• ThestudyalsocheckedthefrequencywithwhichteachersusedthevariouscomputersoftwareandADSIOpenEducationalResources(OERs).Table2,belowillustratesthepercentageofteacherswhosaidtheyeitherusedtheseresourcestoeitherahighorgreatextent.

Table2:TheextentofteachersuseofresourcesinteachingTowhatextentdoyou… Highorgreatextent

a. Useawordprocessor 66%b. Usepresentationsoftware 47%c. Usewebbrowser 68%d. Useanemailaddress 62%e. OpenEducationalresources 56%f. Socialmedia(egfacebook,twitter) 85%

4.3.5Teachers’participationinICTintegrationtrainings

ThestudyalsocheckedwhethertheteachershadparticipatedinanyotherICTintegrationineducationrelatedtrainingapartfromthetrainingofferedbyADSI.53%oftheteachersreportedthattheyhadparticipatedinatleastonetrainingonICTintegrationineducationwhile48%hadn’t.Amongthosewhohadparticipatedinthetraining,85%hadgonethroughformaltrainingwhile15%wentthroughinformaltraining.

4.3.6Teachers’generalICTKnowledge,attitudesandpracticesToassessteachers’attitudestowardstheuseofICTinteachingandlearning,severalstatementswereposedtotheteacherswhowereaskedtostatetheextenttowhichtheyeitheragreedordisagreedwitheachofthestatements.Whilesomeofthestatementsweredenotingpositiveattitudes(green)aroundtheuseofICT,thereforemostoftherespondentswereexpectedtoagreewith,someofthestatementsweredenotingnegativeattitudes(red)towardsICTthereforemostrespondentswereexpectedtodisagree(veryfewagreeing).Table3below,illustratesthenumberofthosewhoeitheragreedoragreedstrongly.

Table3:TeachersattitudestowardsICTuseinteaching

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Attitudinalstatements Agreeoragreestrongly

a Students’useofICTscansupportstudent-centredlearning 88%b ICTsprovidevaluableresourcesandtoolstosupportstudentlearning 87%c ICTscanbemainlyusedforefficientpresentations 75%d ICTshaslimitedcapacitytoprovidebenefitsintheclassroom 29%e Enablesstudentstoaccessbettersourcesofinformation 82%f Helpsstudentstoconsolidateandprocessinformationmoreeffectively 81%g Resultsinpoorernotetakingamongstudents 34%h Helpsstudentstolearntocollaboratewithotherstudents 83%i Helpsstudentstodevelopagreaterinterestinlearning 86%j Impedesconceptunderstandingbetterdonewithrealobjects 42%k Limitstheamountofpersonalcommunicationamongstudents 24%l Helpsstudentsworkatalevelappropriatetotheirlearningneeds 69%m Resultsinpoorercalculationandestimationskillsamongstudents 22%n Onlyencouragesstudentstocopymaterialfrominternetsources 28%o Helpsstudentsinplanningandself-regulationoftheirwork 68%p Onlydistractsstudentsfromlearning 16%q Enablesstudentstocommunicatemoreeffectivelywithothers 77%r Helpsstudentsdevelopskillsinplanningandself-regulationoftheirwork 84%s Improvesacademicperformanceofstudents 79%4.3.7Teachers’useofICTinthecurriculumandpedagogy

Incheckingpractice,firsttheteacherswereaskedaboutthreethemes;howoftentheyemployedICTintheclassroomorinteachingandthefollowingwerethefindings;

• 51%saidtheyoftenoralwaysusedICTswithstudentsinthecontextofteachingsubjects.• About46%oftenoralwaysusededucationalsoftwarerelatedtotheirsubjectmatterwiththeir

students.• Only24%saidtheyoftenoralwaysuseddigitalartifactsfromstudentassignmentsasevidence

ofstudentachievements.• 47%oftenoralwaysusedICTapplicationstomonitor,evaluateandreportonstudent

achievement.ThenthestudyalsocheckedtheextenttowhichteachersincorporateICTinpedagogy.Thefollowingwerethefindings;

• 88%reportedusedpresentationsoftwareinlessonsoftenoralways• 91%reportedoftenoralwaysuseddigitalresourcesintheirlessons• 65%reportedoftenoralwaysdesigninglessonplansincorporatingdigitalresources• 75%reportedoftenoralwayssharingtheirexperienceofusingICTusewithotherteachers

duringnormalmeetings• 51%reportedoftenoralwayssharingtheirexperiencewiththeirprincipals

ThestudyalsocheckedtheextenttowhichteachersincorporatedICTinclassroomorganizationandmanagement.Thefollowingwerethefindings;

• 73%reportedoftenoralwaysusingcomputerlabforteachingactivities

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85%

68% 66% 62% 56% 47%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Socialmedia Webbrowser Awordprocessor Emailadress OERs Presentationsoftware

%re

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Figure3:Towhatextentdoyouuse…(n=243)

• 83%reportedoftenoralwaysusingICTsintheclassroom• 62%reportedoftenoralwaysusingICTswithstudentsforpresentations,withoutalteringthe

classroomsetting.• 28%reportedoftenoralwaysusingICTsintheclassroomforindividualstudy.• 64%reportedoftenoralwaysICTsintheclassroomforsmallgroupactivities.

InregardstoincorporationofICTinschoolmanagementandtheimprovementofICTintegrationintheschool,thefollowingwerethefindings;

• 93%reportedoftenoralwaysusingdigitalresourcestoenhanceschoolproductivity.• 98%reportedoftenoralwaysusingdigitalresourcestounderstandsubjectmatter.• 91%reportedoftenoralwayssharingideasandgoodpracticewithotherteachers• 53%reportedoftenoralwayssharingideasandgoodpracticewithotherteachers

4.3.8TeacherICTcompetencies

OneofthemainaimsofthestudywastocheckwhetherandhowADSImayhaveaffectedthecompetenciesofteacheronspecificICTuseaspects.Severaltaskswerereadtorespondentsandthenaskedtostatewhethertheythinktheycannotdoit,somewhatcandoitandiftheyweresuretheyknewhowtocarryoutthesetasks.Ascanbeseeninthetable4below,mostteachersreportedthattheycouldcarryoutmostofthetasks.Theonlyskillthathadthelowestnumberofteacherswhothoughttheycouldperformwasinstallingsoftware(60%).

Table4:TeachersICTcompetenciesHowwellcanyoudothesetasksonthecomputer? Iknowhowto

dothisa. Producingaletterusingawordprocessingprogramme 95%b. Emailingafileasanattachment 90%c. Storingyourdigitalphotosonacomputer 95%d. Filingdigitaldocumentsinfolders 97%e. Monitoringstudents’progress 80%f. Usingaspreadsheet 79%g. Contributingtoadiscussionforumontheinternet 92%h. Producingpresentations 97%i. Usingtheinternet/mobilephoneforonlinepurchasesandpayments 90%

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j. PreparinglessonsthatinvolvetheuseofICTbystudents 95%k. Findingusefulteachingresourcesontheinternet 97%l. Assessingstudentlearning 82%m. Collaboratingwithothersusingsharedresourcessuchasgoogledocs 82%n. Installingsoftware 60%

ThentheteacherswereaskedtostatethefrequencywithwhichtheyusedICTinsomepracticeswhereteachingtheirsubjects.Theoptionswerenever,sometimesandveryoften/frequent.Ascanbeseenintable5below;someofthepracticeswhereteachersreportedusingICTmostwere;Reinforcinglearningofskillsthroughrepetitionofexamples(59%),supportingcollaborationamongstudents(59%),assessingstudents’learningthroughtests(53%),providingfeedbacktostudents(55%)andusingproblem-basedapproachinyourclassroomteaching(50%).Table5:TeachersfrequencyofICTuseinteachingHowoftendoyouuseICTinthefollowingpracticeswhenteachingyoursubject? Very

often/frequenta. Presentinginformationthroughdirectclassinstruction 49%b. Providingremedialorenrichmentsupporttoindividualstudentsorsmallgroups

ofstudents31%

c. Enablingstudent-ledwhole-classdiscussionsandpresentations 39%d. Assessingstudents’learningthroughtests 53%e. Providingfeedbacktostudents 55%f. Reinforcinglearningofskillsthroughrepetitionofexamples 59%g. Supportingcollaborationamongstudents 59%h. Enablingstudentstocollaboratewithotherstudents(withinoroutsideschool) 46%i. Collaboratingwithparentsorguardiansinsupportingstudents’learning 31%j. Supportinginquirylearning 46%k. Useproblem-basedapproachinyourclassroomteaching 50%l. Useproject-based/webquestsapproachinyourclassroomteaching? 31%m. Useconceptmappingsoftware 44%

Thestudyalsocheckedthelevelofconfidenceamongtheteachersincarryingoutsometasks.Itemergedthatteachersweremostconfidentinthefollowing;Usingdigitalresources,usingpresentationsoftware,helpingstudentstouseICTresourcesfortheirlearning,guidingthestudentstothinkcriticallywhenusingICT,SharingmyexperienceofICTusewithotherteachers?IncorporatingdigitalresourcesinthedesignofmylessonplansandLeadingadiscussionontheimportanceofICTamongstmypeers.

Table6:Teachers’self-confidenceratingIfeelconfidentin……..

a. Usingpresentationsoftwareinmylessons? 97%b. Usingdigitalresourcesinmylessons? 99%c. Incorporatingdigitalresourcesinthedesignofmylessonplans 93%d. SharingmyexperienceofICTusewithotherteachers? 94%e. HelpingstudentstouseICTresourcesfortheirlearning 97%f. InguidingthestudentstothinkcriticallywhenusingICT 95%

24

81%

39% 28%

20% 16% 16% 14%

49%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Tofindoutifstudents

understand

Toencouragethinking

Totestmemoryand

recall

Tostimulateinterest

Tochallenge Toencouragesharingofideas

Toencouragesharingoffeelings

Others

Figure4:Whyisitimportanttoaskquestions?(n=243)

50%

42%

29% 24%

20%

11% 0%

10%

20%

30%

40%

50%

60%

Explaincomplexprocesses

Explain/emphasizecomplexconcept

Analyzephenomena

Others Consolidateknowledge

Identifyproblemsandsolutions

Figure5:Simulationsareusedto…(n=243)

4.3.9TeacherclassroompracticesOneofthemainobjectivesofADSIistotransformteacherclassroompractice.TheADSImoduleshavecovereddifferentaspectsofmodernclassroompractice.Teacherrecallwastestedonthefollowing;whyiswasimportanttoaskquestionsinaclass,theimportanceofusingsimulationsinteachingandproject-basedlearning.Figure4bellow,illustratessomeofthemainresponsesthatweregiven.Underthe‘other’category,peoplementionedreasonssuchastosustainattention,givestudentsopportunitytoexpressthemselvesorbuildtheircommunicationskills,encouragestudentparticipation,assessandevaluatelearning,evaluateselfasateacher.

Anothertopicwhereteachers’knowledgewastestedwaswithregardstouseforsimulationsin

g. inguidingthestudentsinthedevelopmentofartefacts 77%h. Inguidinggrouplearning 95%i. Inusingproblem-basedlearningapproaches 90%j. Inusingprojectbasedlearningapproaches 88%k. LeadingadiscussionontheimportanceofICTamongstmypeers 92%l. Leadingdiscussions/meetingsonimportanceofICTinmyschool 87%m. UsingConceptMappingsoftwaretopromoteproblem-basedlearning. 90%n. UsingSimulationstosimplifycomplexconceptsintoclassroomteaching 87%

25

“Itenableslearnerstodoresearchontheirownandcomeupwithasolution.CasewhereyouidentifyaproblemandcomeupwithwaysofsolvingitusingICT”Teacher

“Youposeaquestionforstudentstoresearchon.Itmaynottaketime;youpickanareawithinatopic,formulateitinformofaquestionandletstudentsgoandanswer.Theynormallyansweringroups.Thereisalotofcollaboration/teamworkandtheypresentusingagallerywalk-manilapaperforexample”Teacher

“Yougivestudentsatask,whichtheysolvebythemselves.Theygetcontentfromtheinternetetc.Idevelopaconceptasateacherandgetthemtoprovideasolutiontoitandtheyowntheproblem,astheyarepartofit”Teacher

“Itiswherethestudentsaregivenaproblemtoresearchonandanalyzetheirfindingsandpresenttheirresults.Theassignmentisguidedbytheteacher”Teacher

“PBLfitsverywellinmathsandbiology.IdevelopaproblemthenposeittothemandletthemworkonitfirstbeforeIseehowtoapproachit”Teacher

“IlikeusingitwhenwearedoingpracticalworkinChemistry,andsometimesinmaths,whenstudentsstudyaheadathomeandwefollowupwhattheyhavedone.Thatis,theholidayassignments”Teacher

“PBLfitsintotopicsthatdealwithinformationfromouterspace--Thoseforwhichyoucannotgetlocalexamples,e.g.topicsliketheearthandthesolarsystem,glaciation,sincewhereweare,wedon'thaveglaciers.Wecanonlymakethelearnerunderstandthroughexamplesfromtheinternet”Teacher

“InbothPhysicsandMaths.InPhysics,wehavesomanypracticalthatcomewiththeorieswhichquestiontheworkingofthesameonproblemse.g.theArchimedesPrinciple.InMathematics,itwouldfitinsuchareasasCalculus,LinearMotionandMatrices”Teacher

teaching.Asillustratedinthefigurebelow,mostteachersknewthefactualreasonswhysimulationsareusednamely;explainingcomplexconceptsandprocesses.

Anotherknowledgeareathatwasexploredwastheonetodowiththeskillsinproject-basedlearning.Teacherswereaskedtodefineprojectbasedlearningandmostwereabletodescribeitaccurately.Mostoftherespondentssaiditwasateachingapproachwhereteachersposeaproblemtothestudentswhoarethenexpectedtoresearch,findandpresentanswerswiththeteacherjustplayingafacilitationrole.Someofthedescriptionsprovidedarelistedbelow.

Theteacherswerethenaskedtostatewheretheyseetheproblem-basedapproachesfittingintheirsubjectareasandseveralanswerswereprovidedwiththemainonesbeingthat,PBLisgoodtousewhenhandlingabstracttopics,inhandlingtopicswithveryfewlocalexamples,handlingSTEMpracticallessonsandwhenyouwantstudentstobeactivelyengagedinlearning.

26

“Ithasimprovedtheconfidenceoflearnersintacklingsubjectsthroughresearch.Ithasalsomadeiteasyforteachertohandledifficulttopics.Italsowidensthescopeofresearchfromtextbooks.Overallthishasledtoapositiveattitudetowardssciencesubjects”Teacher

“Ithasmadestudentsrealizethattheycansolveproblemscollaborativelyandusedifferentmethodsinsolvingtheproblemsandfindcommunicationfromtheteacher,inhardareasandthishasmadelearninginterestingandeasy,andhasencouragedalearner-centeredapproach.Ithasreinforcedwhattheteacherhastaughtinclass”Teacher

“Intermsofsciences,PhysicsandMathsstudentsarenowbecomingcriticalthinkers.Onattitude,thestudentshavebecomesolutionproviders.Theyidentifyaproblemandtrytogetasolutiontoit.Forexample,wehadaproblemwithourschoolbellandstudentscreatedanelectricaloneforus”Teacher

“Arousescreativityandinnovationonthesideofthelearners.Learnersdiscoverthingsbythemselvesandcomeupwithnewideas.Ithasallowedlearnerstoacquireknowledge/skillswithintheirowncircles.Theycanrelyonthemselvesnowadays”Teacher

Further,theteacherswereaskedtolistsomeofthecharacteristicsofProject-basedlearningandmostoftheteacherswouldrecallatleasttwocharacteristics.

Table7:CharacteristicsofPBL

TheteachersthenlistedthebenefitsandtheeffectsthattheProject-basedlearningapproachhadhadonthewaystudentslearnandtheirknowledge.Someofthemainbenefitsmentionedwerethatithelpsinenhancingcuriosity,supportingcreativityandcriticalthinking,buildingresearchskills,enhancingconfidenceandself-esteem.Theapproachwasalsosaidtobeveryeffectiveinenhancingstudentparticipationinlearningaswellascollaboration.

TheteacherswerethenaskedtolistsomeoftheICTtoolsthatcanbeusedtosupportproject-basedlearning.Computerswerementionedbymostteacher(89%),projectors(81%)andtheinternet(75%)asillustratedinthefigure6bellow.

WhatwouldyousayaresomeofthekeycharacteristicsofProblem-BasedLearninga. Learningisdrivenbychallenging,open-endedproblemswithnoone“right”answer 27%b. Problems/casesarecontextspecific 39%c. Studentsworkasself-directed,activeinvestigatorsandproblem-solversinsmall

collaborativegroups(typicallyofaboutfivestudents)48%

d. Akeyproblemisidentifiedandasolutionisagreeduponandimplemented 36%e. Teachersadopttheroleasfacilitatorsoflearning,guidingthelearningprocessand

promotinganenvironmentofinquiry41%

f. Others 28%

27

89% 81% 75%

47% 38%

16% 11% 9%

30%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Computers Projectors Theinternet Cellphonesandcameras

Presentation Wordprocessing

Simulationtools

Spreadsheets Other

Figure6:ICTtoolsthatcansupportPBL(n=243)

TheteacherswerethenaskedtostatetheextenttowhichtheyusesomeICTtoolsintosupportproject-basedlearning.Ascanbeseeninfigure7below,themostusedtoolsareinternet,wordprocessing,presentationandcellphones/cameras.

Tocheckteachers’recallandknowledgeoncollaborationinproject-basedlearning,theywereaskedtolistsomestrategiesthatcanbeused.

Table8:StrategiesforcollaborationinPBLWhatwouldyousayarethekeyStrategiesforcollaboration/cooperationinGroupsinprojectbasedlearning?a. Groupsareformedandaremadeupofdiverse(mixedabilities)students. 68%

b. Positiveinterdependenceisstructuredthroughsharedgoalsandrewards. 24%c. Managementsystemsareintroducedtoincreasegrouplearning. 30%

0% 1% 0% 12%

4% 5%

31% 31% 38%

65% 63%

45%

69% 68% 62%

23% 33%

59%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Theinternet Wordprocessing Presentation Spreadsheets Simulationtools Cellphonesandcameras

%re

spon

dents

ICTtools

Figure7:TowhatextentdoyouusethefollowingtoolsinPBL(n=243)

Never Sometimes Always

28

“TheschoolledbytheSBCsometimesorganizeslearningsessionsforcollaboration.Theonlybarriersitedbytheteacheristhattheprogramreallytakestimeespeciallyduringpreparationofthecontent/lessons”Principal

“Scienceteachersundertakecommonlessonstudiesandalsosometimesundertakemockteachingsessions.Theycollaborateinundertakingengineeringprojectsmostlyundertheyoungscientistsclub,financialchallenges,space,capacityofpersonnelinICT,negativeattitudebysometeachersinutilizationofICT”Principal

“Apartfromsharingwithteachers Ialsosharewithmy students so thatwith thepowerpoint presentation I will teachthem how to do that so that next timethey go to the lab they will prepare adiscussion out of PowerPoint discussion”Teacher,Narok

d. Theroomisarrangedtomakeitpossibletohavesmallgroupactivities. 33%e. Studentsaretaughtskillsnecessaryforeffectivecollaboration 33%f. Thestructureofeachcooperativelearningactivityischosentomatchthegoalof

thelesson.24%

g. Others(specify) 32%%h. Idon’tknow 6%4.3.10ProfessionallearningsupportTounderstandthelevelofprofessionallearningsupportavailableacrosstheschools,thefollowingaspectswereexplored;whetherteacherscollaborate/supportoneanotherinimplementingtechnologyintheclassroom,whetherteachersandstudentscollaboratetoundertakeprojectstogether,opinionsonthegreatestbarrierstoICTintegrationandwhatICTTPDtrainingsupporttheteachershadhad.

Intermsofcollaboration,thePrincipalsacrosstheboardreportedastrongcultureofknowledgesharingandcollaborationamongtheteachers.SomealsoreportedthattheyhadorganizedvarioussessionswheretheADSIteacherswouldsharewhattheyhadlearntwithothersandtherewerereportedlydepartmentmeetingstosharecontentandexperiences.

Itwas

alsoreportedthatADSIhadfosteredastrongcollaborationamongteachersthemselvesbutalsowithstudentsworkingtogether,creatingprojectsjointlyandgenerallycollaboratinginthelearningandteachingprocess.Themainconstraintreportedherewastheinadequatenumberofequipment,timeandsmallclassroomspaces.TheADSIcompetitionwasalsomentionedasamajormotivatorforteachersandstudentsworkingtogethertodevelopprojectsthattheyshowcaseinthecompetitionshelpingthemlearnanddiscovermorethingsontheirownandfrooneanother.

“ Chatting ,apart from chatting for project wealso chat among ourselves, we are using theplatforms like whatsup to communicate to ourcolleagues.Useofinternetevenonourphonestogetanswerstosomequestionthestudentsaskinclass or knowledge on what you don’t know”Teacher,Nyamira

29

“Yes,theteacherscollaborateinADSIteams.Theypreparelessonsandteachcollaboratively.Yes,teachersandstudentscollaboratetogether.BarrierstoICTuseinthisschoolinclude;smallclassroomspaces,inadequatecomputers,unavailabilityofthedigitalcurriculumwhichisanareanotproperlyresearchedon.STEMsubjectshaveaverygooddigitalcurriculumbutbeyondthat,nothing”Principal

“Yesthey[teachers]workasateamwhenmakinglessonplans.StudentsarealsogiventimetosearchandcomeupwithprojectslikeintheADSIcompetitiontheydidandworkedhandinhandwiththeirteachers.Theproblemistimebecauseofthenumberofteacherswehaveagainsttheworkloadtheyhave.Staffingofexpertiseinskilled/literatecomputerteachertoassist.AtechnicianintheICTroomwouldalsohelpmonitorstudentsinthelab”Principal

“WewereinSMASSEinAugust.SMASSEisagovernmentprogramandtheyhavetrainedthescienceteachersinICTforteachingandlearning"

“Theydothisintheevening,astheyworkasateaminhelpingoneanotherinmaking.Studentsandteacherscollaboratewell.Limitedfacilitiesintheschoolisthemainissue.ICTTPDwehavehadbasictrainingsonICTforallteachers”

“YessolikemeIamgivenanonADSIandwemadesurethatwegototheICTlab,theybringtheirstudentsthereandIkindofobserve.SilentlyIwillbethere.Wehavebroughtthemonboardsotheskillswehaveobtainedfromthe10teacherswehavecomfortablypassedtoanother10teachers”Teacher,Kiambu

“Youknow,whenyoumakeamaterialtodayyouwillnotuseittodayyoustoreit.Andwhenyourcolleagueisgoingtoteachthesametopic,youjustgiveittothemtouse”Teacher,Nyamira

Teachershavealsobeensharingmaterialstheyproducewithoneanotherbutalsoprovidingcommentsandinputonwhatothershavecreated.Insomeschools,itwasreportedthattheADSIteachershadindependentlyorganizedlearningsessionsaswellaslessonobservationtomentorandstrengthenonetheirskills.

WhenitcomestoICTTPD,itemergedthattherewereseeminglyveryfewotherinitiativesworkingonICTTPD.Apartfromself-plannedtrainings,therewerereportsofteacherswhohadparticipatedinafewotheravailableprogrammessuchasSMASSE,TeachersServiceCommission(TSC)trainings.

4.3.11Teachers’viewsonbarrierstoTeacherProfessionalDevelopment

ThestudyalsogatheredopinionsoftheschoolleadersonwhatwouldbethebiggestbarriersforICTintegrationintheirschools.First,theywereaskedtheextenttowhichthefollowingfactorswere

30

barrierstoICTintegration.Inadequateequipmentemergedasthetopmostbarrierasshowninthefigurebelow.

Infrastructureappearedtobethebiggestchallengeforteachers.Assuch,thestudyalsocheckedwithteacherstoseethestatusofICTinfrastructureintheirschools.Todothisseveralstatementswerereadouttotheteachersandtheywereaskedtostatetheextenttowhichtheyagreedordisagreedwiththestatements.Mostofthestatementswerethosethatweremeanttodescribeanunfavourablelevelofinfrastructuresothefactthatveryfewagreedordisagreedmeantthattheywerenotmajorproblems.However,ascanbeseenbelow,manyteachers(65%)agreedthatinternetwasaproblemandhalfoftheteacherssaidinsufficientICTequipmentwasaproblem.Table9:Teachers’feedbackonICTintheirschoolsAcrossthequalitativeinterviewsseveralchallengesandbarrierswerehighlightedbytheteachersinregardstoICTintegrationinteachingandlearning.Onewastheissueoftime.Teachersmentionedthe

bigworkloadthattheyhave,competingprioritiesandobligationfromtheschoolsandthesyllabusas

3% 6% 6% 6% 6%

19% 35% 36%

43% 46% 46%

71% 73%

84%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

UnclearbenefitDifficultyinintegratingICTincurriculum

ParentsnotinfavourTeachersnotinfavour

ICTnotpartofschoolgoalLackofpedagogicalmodelsSchooltimeorganization

ExampressureSchoolspaceorgnizationOutofdatecomputers

Inadequateskills(teachers)Insufficientinternet

InsufficientinternetconnectedcomputersInsufficientcomputers

%respondents

Barriers

Figure8:ChallengesofICTintegration

ICTinyourschool Agreeanddisagree

a. ICTisnotconsideredapriorityforuseinteaching 19%b. MyschooldoesnothavesufficientICTequipment(e.g.computers,laptops) 50%c. Myschooldoesnothaveaccesstodigitallearningresources 17%d. Myschoolhaslimitedconnectivity(sloworunstablespeedtotheinternet 65%e. Thecomputerequipmentinourschoolisforthemostpartnotworking 13%f. ThereisnotsufficientsupportformetodevelopexpertizeinICT 16%g. ThereisnotsufficienttechnicalsupporttomaintainICTresources 21%

31

wellasthetime-intensivenatureoftheprocessofgeneratingcontentusingICTaswellasplanningforthelesson.SometeachersreportedthatteachinganICTintegratedlessonwasalsoreportedtobetimeconsumingespeciallybearinginmindthemovementandsettingupofequipmentthatisinvolved.Othersalsocitedthechallengesofcontrollinghowstudentsusedtheinternet.

A number of technical challengeswere also citedmainly equipment break downs and infectionwithcomputer viruses. Others blamed poor internet connection for impeding their access to OnlineEducationalResources.

“Yes,soasmuchasthismethodisgoodyoufindthatyougiveuponitbecauseofthetime…..becausestudentsarenotconsciousoftimetheydragandgetwhatyou…..thenthereotherlimitations….30students…..butmaybewiththenewsystem…wedon’tknowifitwillfindusthere.Theirapproachisdifferenttheywillbeabletounderstand.Theirapproachisactuallystudentcentered”Teacher,Kiambu

“The timeframe, likewhen they have todevelop the project like what we aredoingwithwebquestandconceptmaps.Developing requires time and with thecurrent syllabus allocation and all thecontent, talking about my schoolenvironment and experience timing is alimitingfactor”Teacher,Narok

“Currently I have 24 and those lessonsrequireplanning.Youcandothesimulationsandthosesimpleonesyoucanuse themtoteachbecauseitisjustapartoflesson.Butwhen yougo to other things likewebquestwhichrequiremuchofthetimeitbecomesachallenge.Two,most of our schoolsdo notprovide the internet. The connectivity is anissue.Andprobablywhenitisavailabletheyfearthat itwillbemisusedorsomethingsoit is not evenavailable.When youwant touse it is limited to either specificmonth ortime. That continuity of the same lacks”Teacher,Narok

“Youknowifyouleavethestudentswiththecomputertheywillvisitallthesitestheywantsowecontrolthem.SoIfeelwearemovingsomewhereandagainwearemanyandthereissomechangewhenyouaredoingyour…LikeIhave

saidIhaveonlybeentherefor2monthswhenwecameonedayweweretaughtwhateverwastaughtlastyear“Teacher,

TaitaTaveta

32

“Wehavesomechallengesalso…ateachertakesalaptop.Takesadocumentwiththeflashdiskandputsitinhislaptopitgetsthevirusbecausemaybeitisnotupdatedwithantivirus,thenhebringsbacktheinfectedlaptopwhichinturninfectstheothers.Itbecomesabigchallenge.Likeinourcasewehadthissimulationandanimationandweusedthedisk.Allofasuddenitbecameblack.OninquiryIrealizedthatoneofthepersonalcomputershadavirus.Itdamagedmyphoneandallmymemory...Iboughtminerecently….itismoreofachallenge”Teacher,Narok

4.3.12Teachers’perceptionsonwhetherADSIwassupportingtheacquisitionof21stCenturyskills

Thestudyalsoaskedtheteacherstolistthe21CskillswhichtheythoughtADSIhadcontributedmostinnurturing.Collaboration,criticalthinkingandICTliteracyweretheonesmentionedthemostascanbeseeninfigure9,below.

4.3.13Teachers’generalfeedbackontheADSIprogramme

Anotheraimofthestudywastocollectteachers’generalfeedbackontheADSIprogramme.Firsttheywereaskedtostatetheextenttowhichtheprojecthadmettheirexpectations.

66% 63%

52% 46%

41% 34% 33%

26%

7% 0%

10%

20%

30%

40%

50%

60%

70%

Collaboration(amongstudents)

Collaboration(withteacher)

Criticalthinking(students)

Criticalthinking(teacher)

ICTLiteracy Creativityandinnovation

Communication Technologyuseasalearning

tool

Others

%re

spon

dents

Skills

Figure9:Which21CskillshasADSIsupportedmost(n=243)

33

Secondly,theteacherswereaskedtoratethesupportthattheyhadbeenreceivingfromtheProjectCoordinatorsand71%saiditwasgood,20%sadtitwasexcellentwhiletheremainingsaiditwasaverage.

4.4StatusofstudentlearningThismidlinealsosoughttoassesstheroleofADSIinsupportingtheacquisitionoflearner21stcenturyskills and other learner achievements in relation to STEM subjects and gather feedback on theirexperiencesandattitudestowardstheuseofICTinSTEMlearninginsideandoutsideofschools.Togatherthisinformation,boththestudentsandteacherswereinterviewed.

4.4.1 StudentaccesstoICTathome

First,thestudycheckedthelevelofaccesstoICTbystudents.So,theywereaskedwhethertheyhadusedacomputerorlaptop/notebook/smartphone,tabletsoutsideschool(i.e.athome,atfriends’orfamilymember’shome,inapubliclibrary,anInternetcafé,etc.).72%saidtheyhadaccessedatleast

2% 3%

29%

60%

6%

Figure10:Whatextenthasyourexpectationsbeenmet?

Notatall Asmallextent Average Verywell Exceedingly

0% 0% 9%

71%

20%

Figure11:QualityofsupportfromADSITeam

Extremelypoor Poor Average Good Excellent

34

oneoftheseICTequipmentinthelast3months,21%saidinthelast12monthswhile8%hadneverdoneso.

4.4.2 StudentaccesstoICTatschool

Similarly,thestudentswereaskediftheyhadusedacomputerorlaptop/notebookinsideschool(i.e.inclass,computerlab/libraryetc.).74%saidtheyhadusedtheaboveinthelast3months,16%inthelast12monthswhile10%hadnever.

4.4.3 StudentICTskillsrating

Thestudentswerethenaskedtoratethemselvesontheirskillsinusingacomputer.37%ratedthemselvesascompetent,57%asbeginnerswhile6%saidtheyhadneverusedacomputer.

72%

20% 7% 0%

10% 20% 30% 40% 50% 60% 70% 80%

Inthelast3months Inthelast12months Never

%re

spon

dents

Pastcomputeruse

Figure12:Haveyouusedcomputeroutofschool(n=1600)

74%

16% 10% 0%

10% 20% 30% 40% 50% 60% 70% 80%

Inthelast3months Inthelast12months Never

%respon

dents

Howlongago

Figure13:Haveyouusedcomputerinsideschool(n=1600)

35

4.4.4 Frequencyofuse

ThestudyalsowantedtocheckthefrequencyofaccessofICTfromthedifferentplaces.StudentsreportedthattheyuseICTmorefrequentlyatschoolwith59%sayingtheyaccesscomputersatschoolatleastonceaweek,48%athomeatleastonceaweekand23%sayingtheyaccessedICTfrequentlyfromotherplaces(e.g.publiclibrary,internetcafe).

4.4.5Students’confidenceinusingcomputers

Studentswereaskedtoratethemselvesinregardstotheirconfidenceinusingcomputersgenerally.About24%saidtheyfeltconfident,51%saiditdependedonthetask,23%usuallyneedhelpwhenusingcomputerswhile3%werenotconfidentatall.

57%

37%

6% 0%

10%

20%

30%

40%

50%

60%

Begginer Competent Neverusedacomputer

%re

spon

dents

Skilllevel

Figure14:Howwouldyourateyourcomputerskills(n=1600)

48% 59%

23%

0%

10%

20%

30%

40%

50%

60%

70%

Athome Atschool Otherplaces

%re

spon

dents

Location

Figure15:ThosewhoaccessICTatleastonceaweek(n=1600)

36

Thestudentswerethenaskedtostatehowconfidenttheywereinusingdifferenttypesofcomputersandcomputercomponents.Asshowninfigure17below,majoritysaidtheywereconfidentusingamouseandkeyboard.Incomparison,manystudents43%wereconfidentinusingalaptopascomparedto26%whowereconfidentusingadesktop.

4.4.6Levelsofcomputeruseforschool-relatedwork

Thestudentswereaskedtostatehowoftentheyusedcomputersfordifferentschoolrelatedpurposes.Itemergedthatmoststudentshadusedcomputersforgroupwork,preparingpresentationsandwriting

3%

23%

51%

24%

0%

10%

20%

30%

40%

50%

60%

Notconfidentatall Iusuallyneedhelp Itdependsonthetask Confident

%re

spon

dents

Confidence

Figure16:Howconfidentareyouwithcomputers(n=1600)

5% 6% 5% 6%

27% 20% 12% 19%

42% 37%

15% 19%

26% 43%

67% 56%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Acomputer Alaptop Amouse Akeyboard

%re

spon

dents

Figure17:Howconfidentareyouinusing...(n=1600)

Notconfidentatall Iusuallyneedhelp Itdepends onthetask Confident

37

notesoressays.Veryfewhoweverhadusedcomputersinmakingtimetables,completingassignments,writingaboutlearningandcompletingtests.

4.4.7Levelsofcomputerusefordifferentsubjects

Thestudycheckedhowoftenthestudentsusedcomputersinthedifferentsubjects.Asexpected,ICTintegrationfrequencywashighestamongtheADSItargetsubjects.HighestfrequencyofICTusewasreportedinscience(biology,chemistryandphysics),followedbyEnglish,thenhumanities,mathematicsandcomputerstudies.ThesubjectwiththelowestfrequenciesofICTintegrationwerecreativearts,technicalsubjects.

41% 31% 29% 57% 60% 51% 51%

11% 20% 15%

11% 11% 13% 12% 16% 27% 22%

9% 12% 13% 12% 27% 20% 28% 15% 10% 14% 16% 5% 2% 6% 8% 7% 9% 9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Writingnotesoressays

Preparingpresentations

Workingwithotherstudentsfromyourownschool(group

work)

Completingassignmentsor

exercises

Organizingyourtimeandwork-e.gmakingatimetable

Writingaboutyourlearning

Completingtests

Figure18:Howoftendoyouusecomputerforthefollowingtasks(n=1600)

Never Lessthanonceamonth Atleastonceamonth Atleastonceaweek Everyday

18% 23% 43%

58% 42% 41% 40%

50%

14%

43% 32%

37%

12% 23%

20%

14%

9% 6% 11%

5%

9%

11%

21%

5% 4% 7%

4%

5%

1%

28%

0% 0% 3%

38% 23%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Science(biologyorphysicsorchemistry)ComputerstudiesEnglish MathematicsHumanities (History,geography,lifeskillsetcCreativearts(artanddesign, dance,music,dramaetc)Other (practicalsubjectsegtechnicalclasses,homescience,technicaldrawing,agriculture etc)

Figure19:Howoftendoyouusecomputerintehfollowingsubjects(n=1600)

Never Insomelessons Inmostlessons Ineveryoralmostevrylesson Idon’tstudythis/these subjects

38

4.4.8ICTskillsacquiredthroughADSI

ThestudentsweregivenalistofsomeoftheessentialskillsinICTusethenaskedtosaywhichonestheyhadbeentaughtaspartofADSI.Thosewhoreportedtohavebeengiventheseskillsareascanbeseeninthetable10below.

Table10:Skillstaught

4.4.9Students’attitudestowardsuseofcomputersinlearningFeedbackonstudents’attitudestowardsuseofcomputerswascollected.First,theyweregivensomestatementsabouttheirworkwithcomputers.Ascanbeseenonthetable11below,mostofthestudentsfeltpositivelyabouttheimportanceofworkingcomputers,interestinlearningcomputersandtheirinterestontechnology.Themajorityalsofeltusingacomputerwasfun,feltitwaseasy,felttheyhavealwaysbeengoodwithcomputers,andabletogiveadviceoncomputerproblems

Table11:Students’attitudestowardsuseofcomputers Strongly

disagree/disagree

Stronglyagree/agree

Itisveryimportantformetoworkwithacomputer 5% 95%Learninghowtouseanewcomputerprogrammeiseasyforme 25% 75%Ithinkusingacomputerisfun 22% 78%Ihavealwaysbeengoodatworkingwithcomputers 33% 67%Itismorefuntodomyworkusingacomputerthanwithoutacomputer 29% 71%IusecomputerbecauseIamveryinterestedinthetechnology 17% 83%Iknowmoreaboutcomputersthanmostpeoplemyage 55% 45%Ilikelearninghowtodonewthingsusingacomputer 7% 93%Iamabletogiveadvicetootherswhentheyhaveproblemswithcomputers 31% 69%

Skills ThosetrainedHowtooperateacomputer/laptop 86%Accessinginformationwithcomputer 74%Howtoconnectorsetupaprojector? 68%Decidingwheretolookforinformationaboutanunfamiliartopic 64%Identifyingreferencestointernetsources 60%Lookingfordifferenttypesofdigitalinformationontopic 60%Presentinginformationforagivenaudienceorpurposewithacomputer 59%Decidingwhatinformationisrelevanttoincludeinschoolwork 53%Organizinginformationobtainedfrominternetsources 49%Workingoutwhethertotrustinformationfromtheinternet 41%

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“TheuseofICTmakesiteasytore-accessinformationpreviouslyusedunlikeinthecaseofwritingbookmaylost”Student,Narok

Inaddition,thestudents’thoughtsonusingICTforlearningweregathered.Ascanbeseeninthetable12belowabout90%ofthestudentsfeltverypositivelyaboutusingICTforlearningonmanyaspects.

Table12:StudentattitudestowardsuseofcomputersforlearningTowhatextentdoyouagreeordisagreewiththefollowingstatements Strongly

disagree/disagree

Stronglyagree/agree

ItisreallyimportanttometoworkwithICTforlearning 6% 94%UsingICTforlearningisreallyfun 19% 81%It'sreallyworthusingICTforlearningbecauseitwillhelpmeinmyfuturelifeasanadult

4% 96%

IuseICTtolearnasitwillhelpintheworkthatIwanttodolateron 8% 92%IlearnthingsusingICTthatwillhelpmetogetajob 11% 88%LearningwithICTisimportantformebecauseIneeditforwhatIwanttostudylateron

8% 92%

LearningwithICThelpsmeworkasateamwithmyfellowstudents 7% 93%LearningwithICThelpsmeworkasateamwithmyteachers 10% 90%LearningwithICThelpsmeunderstanddifficulttopicsbetter/faster 7% 93%

Thenthestudents’viewsonsomeofthebenefitsofusingICTintheclassroomwerealsochecked.Ascanbeseeninthetable13below,moststudentsfeltstronglythatusingICThadthefollowingbenefits;helpingthemremembereasilywhattheyhavelearnt,understandeasilywhattheyarelearning,concentratemoreonwhattheyarelearning,workbetterwithotherstudents,feelmoreindependentintheirlearning,tryharderinwhattheyarelearningandimprovingtheclassatmosphere.

Table13:Students’perceivedbenefitsofICTintheclassroom Notatall/

somewhat/alot

Somewhat/alot

Youconcentratemoreonwhatyou'relearning 12% 88%Youtryharderinwhatyou'relearning 24% 76%Youfeelmoreindependentinyourlearning(e.g.gooverworkagain,findoutmoreaboutthingsyouareinterestedin)

17% 83%

Youunderstandmoreeasilywhatyouarelearning 11% 89%Youremembermoreeasilywhatyou'velearnt 10% 90%ICTenablesyoutoworkbetterwithotherstudentsontasks 13% 87%ICTimprovestheatmosphereinclass(e.g.studentsaremoreengaged,thereislessdisruption)

24% 76%

Similarly,inthequalitativeinterviews,studentswereunanimousthatICTintegrationinteachinghasmanybenefitsforthemincluding;makingdifficultconceptseasytounderstand,makinglearningfun,helpingthemrecallwhattheyhadlearnt,makingthemmoreactiveandengagedinlearning,making

“Theuseofprojectorsinlearningmakesitpossibletoseepicturesclearly.Forinstance,inGeographyprojectorsareusedtoshowtheprocessoferuptionthusmakingitmoreinterestingandbringtheactualimageinourbrain”Student,Narok

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“Whenteachersusecomputerslikeinasubjectlikebiologylikeinreproductionyougettoseethestructure,howtodrawit,youwillbeabletorememberwhatyouhavelearnt.Sobyusingcomputerstheteachergettoexplainandoneunderstandwhenyouarestuck.TheteachersgiveasachancetousecomputerstoGoogletheanswerstoquestionsasked”Student,Kiambu

“Itmakesusactiveinclasscomparedtobeforewhenonewouldgetboredfastandsleepinclass.Improvesstudents’concentrationinclass,thisisbecausewhenyouareusingaprojectorinclasseveryoneiscurioustoseewhatnext”Student,TaitaTaveta

“UnlikebooksICTtechnologyisverybeneficialbecauseit’sveryeasytoaccessinformationandtosomeextentyoucancapturethingsveryfast”Student,Nyamira

“Unlike the other lesson where you justdependonwhatyour teacher said.Wearenow able to do research on our own andcome up with things that are more thanwhattheteachercovers.Sometimesitevenhelps us to be ahead of the teacher”Student,Narok

workeasyfortheteachersandgenerallymakingthemunderstandabstractconceptsthroughthepowerofaudiovisualpresentations.

OtherreasonsgivenwerethatICThadgiventhemopportunitiestoresearchandfindoutmoreinformationbeyondwhattheteachercovered.AfewalsoreportedthattheirinterestandperformanceinthesubjectwhichICTisbeingusedhadimproved.Otherssaidtheyhadnoticedthatteachershardly

missedICTlessons.Theyalsoliked

Lastly,thestudentswereaskedtocomparethelessonswithICTandthosewithoutICTintegrationtomeasuretheirpreferences.Ascanbeseeninthefigurebelow,69%saidtheyhighlylikedthelessoninwhichICTisintegrated,28%saidtheylikedwhileonly2%saidthelessonswerethesamewhile1%saidtheydislikedlessonsintegratingICT.

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“Byusingthecomputersandprojectorwhiletheteacheristeaching,theyplayvideos,andwhenyouseethemconcerningaparticularsubjectyoucannotforgetwhatyouwillhavelearnt,sousingcomputershasmadeiteasiertopupilsandalsoteachersinteachingandpupilsinunderstandingwhatistaught”Student,Kiambu

“Whenwehavealessonwhichrequiresustosearchinformationoncomputer,teacherbringsthecomputerinclasstohelpusinlearning.Theproblemwehaveisthatwedon’thaveprojectorssothatallstudentscanlearn,asyoucanseewearecongestedinclass.Despitethesechallengesishashelpusalot”Student,Nyamira

ThepreferenceforICTintegratedlessonsovertheconventionallessonswasalsoevidentinthequalitativeinterviewswherethestudentsmentionedseveralreasonswhytheypreferredlessonswhereICTisintegrated.

Students’opinionwashoweverdividedonwhetherornottheICTintegratedlessonssavedorwastedtime.Whilesomesayitsavedtimeandtheyareabletocoversomuchwithinashorttime,othersfeltittakeslongertoset-upandrunalessonwithICT.

0% 1% 2%

28%

69%

Figure20:HowdoyoucomparelessonswithandwithoutICT(n=1600)

Highlydislike Dislike SameaslessonswithoutICT Like Highlylike

“IloveICTlessonsbecauseusingcomputersmakesyougetmoreinformationconcerningwhatyouwanttogetinfoabout.Ilikeknowingmoreaboutnarcolepsyandepilepsysothatagettoknowwhotocontrolthemandhowyoucanbetreatedandwhere”Student,Kiambu

“IfyoucomparesubjecttaughtusingICTandthosethatdoesn’tstudentstendtoconcentratemoreinsubjectstaughtusingICT,takeexample,CREstudentsgetboredfastandloseconcentrationbecauseitisnottoughusingICTunlikeBiologywherewearetaughtusingICT”Student,TaitaTaveta

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“ICTisverygood,butoneofthebiggestdisadvantagesisthatittakesalotoftime,becauseateachercoversfewertopicsperlessoncomparedtothelecturemethod.Studentsalwayswanttorepeatwatchingthevideosseveraltimesthustakingtime.Itdelaystheteacherfromcoveringthetopic”StudentKiambu

“LessonstaughtusingICTisfastandteachersendupsavingtimeunlikelessonstaughtwithoutusingICTbecauseteacherstakemoretimetoexplainconcepts”Student,TaitaTaveta

“AssomeonewhowantstobeaDoctor,Ithinktheuseofcomputersisgoingtohelpmesomuchindoingresearchondiseases”Student,Kiambu

“Studentsinschoolsusingcomputershavemorecomputerskillscomparedtothoseinschoolsthatarenotusingcomputers”Student,Narok

“Frominteractionwithotherstudentswhoseschoolshaven’tembraceduseofICT,IfoundthatIamwellaheadwhenitcomestooperatingcomputers.Ithashelpedustobeskilledthanthoseoutsidethere,exampleIknowhowtotypecomparedtostudentswhoseschoolhaven’tembraceduseofICTinlearning”Student,Nyamira

StudentsintheADSIschoolsalsofeltstronglythattheyaremoreadvantagedthantheirpeersinthenon-ADSIschools.

Acrosstheboardinthequalitativeinterviews,moststudentsstronglyfeltthatICTwasimportantfortheirfuture.ThemajoritybelievethatICTwillbeimportantfortheirfuturecareerseitherbecausetheyaspiretotakeSTEM-relatedcourseswhichrequiredICTknowledgeorbecausetheybelieveICTwillbeessentialinsupportingtheircareergrowthandperformanceintheirdreamjobs.

“PersonallyIwanttodoJournalismandMassCommunication.IknowICTwillbeheavilyusedinmyfield.IamhappyandgladthatIalreadyknowhowtooperatesomeofthesegadgets”Student,TaitaTaveta

“Yes,inengineeringyoumaybeeagertoknowhowotherengineersaredoingintheworld,sowithICTyoucanjustdoaresearcheasilyandyouwillknowthenewinventionsacrosstheworld”Student,Nyamira

“Itooaspiretobeacaptain;IknowICTwillhelpmedeterminelocationsofplaceswhenIamflying”Student,TaitaTaveta

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“Therearequiteanumber,likenowwehaveprogramlikeTusome.Tusomeprogramisministrybased;itisaboutcurriculumimplementationwhichcatersforcompetencebasedcurriculumatStandard1,2&3.EarlyGradeMathematics(EGM),RIDEforprimaryeducationandTeacherAppraisalDevelopment,whichhelpsinmonitoringofteachers”Policymaker,Nyamira

“WhereIamworkingwearenothavingICTintegratedprojects,itsonlyGESCIthathascomeouttoworkthoughthegovernmenthadpromisedtointraduceICTprojectsmainlyinprimarybutinsecondary,IhavenotcomearoundinkindofICTproject”Policymaker,Narok

4.5Policymakers’viewsonADSIThisstudyalsogatheredviewsandfeedbackontheADSIprojectfromtheeducationofficialsacrossthe4CountieswhereADSIisimplemented.Theofficialsincluded;CountyDirectorsofEducation,CountyQualityAssuranceOfficers,ChiefEducationOfficersandwellasTeachersServiceCommissionOfficials.TheaimwastocollecttheirviewsonADSI,gettheirfeedbackonimplementationparticularlythecollaborationaswellassuggestionsonwhatmayneedtobeimproved.

4.5.1EducationalprogrammesandprojectsFirst,wewantedtocheckiftherewereanyinitiativesinthecountiesgearedtowardsimprovingeducationorlearnerachievements.FeedbackgatheredindicatethatthefewinitiativesthatexistedweregearedtowardsincreasingprovisionoflearningmaterialsespeciallytextbooksAndtheDigitalLearningProgrammeforprimaryschools.Forthesecondarylevel,theymentionedmainlythegovernments’capitationgrantandinfrastructureexpansion.InitiativessuchasTusome,theprovisionoftextbookstoschoolandfreesecondaryeducationemergedinmostoftheinterviews.SomeoftheofficialsalsotalkedabouttheteachermanagementandappraisalprogrammebytheTeachersServiceCommissionwhichwasbeingimplementedtoimprovethequalityofteachingandlearning.

4.5.2ICTintegrationprogrammesandpoliciesTheofficialswerethenaskediftherewereanyspecificprogrammesworkingonICTintegrationintheirCounties.AcrossthethreecountiesofKiambu,NarokandNyamira,therewerereportedlynoICTintegrationinitiativesapartfromADSI.

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“MostofourschoolsareheadingtowardstheintegrationofICTteachingbecauseit’smoreInterestingandInteractivetothelearners.LikenowwehavegottenADSIwhoourmajorpartnerishelpingusincapacitybuildingfortheteachers.WehaveanotherorganizationcalledSeaVuriawhichfacilitatesICTfacilitiesandintegrationofICTinlearningandtraining”Policymaker,TaitaTaveta

“WehavepartnersespeciallyintheICT,SOTEhousewhohavestartedclubsintheschooltoensurethereisactiveICTintegrationandlearningsoastomaketeachingeasier.WehavealsoPCLabsbyNationalCohesionandIntegrationCommissionwhichmakestudentstofeelbeyondtheclassroomswheretheylearnissuesofcitizenship”Policymaker,TaitaTaveta

“OfcourseICTpoliciesarethere,ifyoulookatwhatthegovernmenthasdoneit’sbecauseoflackofenoughresources.Buteveryyearaminimumof5schoolspercountyhavebeenreceivingICTdocuments,computers,laptopssothereisconcertedeffortstoensureitsspread.Ourwishisatleastallschoolshavebeencomputerized,computerasasubjectistaughtinallschools.Lookateventhegovernmenteffortinprovidingelectricitytheyaretargetingschoolsafirstpriority”Nyamira

“TheADSIprojectfitssowellwithministryofeducationpolicywhichaimstohaveeveryschooldigitallyenrolledby2020.IthinkADSIisgivingusagoodplatformtogetstartedbecausenowwehavealreadyteachers’trainedonICTandalsoboardshaveembracedit.TheyareallocatingresourceshoweversmalltosupportICTintegration”Policymaker,TaitaTaveta

However,inTaitaTavetatwoorganizationscalledSeavuriaandSOTEhubweresaidtobeworkingwithschoolstoprovideICTequipmentandtrainingsupporttosomeschoolsinthecounty.TheonlyothernotableonewasaprojectoftheMinistryofEducationwhichhadprovidedsomesecondaryschoolswithdesktopcomputers.

ADSIwasalsosaidtobeinsyncwithgovernmentpoliciesonICTintegrationineducation.ItalsoemergedthatthereisanationalprogrammebytheMinistryofEducationtoequipschoolswithlaptops.InformationgiventouswasthattheMoEprovidesdesktopsforatleast5secondaryschoolsineachcountyeveryyear.Wewerehoweverunabletofindanydocumentationofthispolicyorprogramme.TheteachersservicecommissionwasalsosaidtobeenforcingICTintegrationandhadmadeitacomponentforwhichteachersareevaluatedintheTPACK.

4.5.3Officials’commentsontherelevanceofADSIAcrosstheboardtheofficialshadverypositivesentimentsabouttheADSIprojectwithmostsayingthatitwasatimelyandrelevantprojectwhichwaschangingthewaylearninghappens,improvinglearningoutcomes,goingbeyondtheconventionalcourseworktohelpthestudentsacquireskillstopreparethemforthefutureandthatitwasellalignedtogovernmentpolicies,programmesandtargets.

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“IthinkoneofthemostimportantaspectsisADSIprovidingsomeofthesegadgets,liketheprojectorwhichareusuallyveryexpensive.Hopewecangetpartnerstosupportbysellingatsubsidedpricesothatallschoolscanaffordthemsotohelptheproject”Policymaker,Narok

“IwouldbesurprisedifyoucangosomewhereandbetoldthatICTisnotuseful,forexamplelookatthemanyyoungschoolsandyouaredemonstratingphysicsthemixingofchemicalslookathowitcanbeveryeffectivewhenyouuseICTtodemonstrate,Ifyouareteachingaboute.g.thefloodsinthebibleyouinteractICTinit.Asthepupilsseeyoudemonstratingtheyareremembering.IwenttoobserveICTintegrationinanEnglishliteratureclass….OralliteratureitwassobeautifulandIbelieveitwassocleartothestudentsAstheyweremovingtoastorybeingobservedthentheycometorealsituations.SoanyonewhosaysthatICTisnotrelevantisanenemyofeducation”Policymaker,Nyamira

“Consideringweareinthe2stCenturyanddigitaleraanddon’tbelievethereanywayyouwillhaveitsmoothoutherewithouttheverybasicICTskills.ThishelpsalotinonlinetransactionlikeapplyingforHelbloan,applicationforcoursesamongotherthings.AndGESCIisleadingthewayinthis”Policymaker,TaitaTaveta

“Wearetalkingofexpandedfacilities,useofICT,integrationofICTinteachingandlearning,empowermentofteachersincapacitybuildingintermsofICT,ithascreatedinterestinlearnersintermsofICTuse.Uswehavealsogoneforinductiontraininghencebuildingourcapacity.Ithasalsoreducedteachers’movementgoingouttogetphysicalteachingaids”Policymaker,TaitaTaveta

The

officialsalsolikedtheADSIapproachesandsaidthattheADSIpackagewhichcombinesequipmentsupportandteacherprofessionaldevelopmentwasuniqueandthatitwasaprogammethathadgreatpotentialtosucceedinhelpingimproveeducationandlearning.

The

wholeschoolapproachwhereprincipals,teachers,parentsandstudentsaretargetedintheprojectalsoreceivedmentionasakeystrengthforADSIandonethathadprovidednumerousopportunitiesfordifferentactorstoengageinimprovementofeducation.

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“Theyhavebeeninvolvingus,thepersoninthegroundWaithakaforanyactivitieshewillsendlettersformyapprovalevenwhenheisinvitingteachers,it’smetoapprove,evenwhentheyaregoingtoinvolvestudentsit’smetoapprove,thenwhenhehasworkshopsforthoseteacherswehavealwaysbeeninvited,wegothereparticipateinopeningandclosing,thebeautyofitalsowehavebeeninvolvedinmonitoringwhereweaccompanytheteamsastheygotoschools.Weobserveasteachingtakesplace,wealsoparticipateinaccessingtheteacherstoensureit’sdone”Policymakers,Nyamira

“SinceADIScametothecountytherewereschoolsselectedwhichsawtrainingundertakeandalsoourselvesweunderwentinductionworkshops.Theyalsogaveusreportaboutperformanceofotherplacesthatgivesussomemotivation.WetogetherwithADSIofficialsvisitschoolsformonitoringandsupportofteachers”Policymaker,TaitaTaveta

"Veryrelevantinthisway;one,asaministryitgaveusaforumwhenwehadbothteachers,principals,boardofmanagementandPTAmemberscometogethernoneforumtodiscussICT,thereforetousitwasaforumwhichweusedtopushthemtodevelopanICTphilosophyinschoolsandanICTpolicysothatwhenyouattendthevariousboardofmanagement,theyeasilyunderstandwhatyouaretryingtosay.ThroughthiswehaveinfusedICTasapolicyinallthedepartmentsbeitfinance,procurementaswellasacademic”Policymaker,Nyamira

“ThisADSIhappenstobefirsttodothingsdifferentlyanditsbeingsupportedbutothershavenotreachedyourlevel.ADSIisveryconsistentandveryeffectiveunlikeotherswhocomeanddisappear”Policymaker,Narok

4.5.4Officials’experienceinteractingwithADSI

TheofficialswerethenaskedabouttheirexperiencewiththeADSIproject.TheofficialshadverypositivereviewsontheADSIprojectandtheprojectteam.SomeofthefeedbackareaswerethattheywerehappythattheADSITeamspecificallytheProgrammeCoordinatorshavebeenconsultingthemregularly,communicatetheprojectplansandactivitiesontime,haveinvitedthemformeetings,trainingandeventsandthattheADSIteamrespectsgovernmentplansandpolicies.Mostimportantly,theofficialswerehappythatADSIhasinvolvedtheminschoolvisitsandclassroomobservationswhichtheysaidhadhelpedthemlearnalot.

4.5.5OfficialsthoughtsonsustainabilityofADSI

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“Itissustainablebecauseifyoulookatthedirectionthatyoutookwastodowith;one,sensitizationandthentwo,providetheequipment;atthesametimeittookanacademicapproachtounderstandingtheimportanceofthecomputertosupportlearning,andthisbeingaconcept,WhatADSIhasdonecomparedtothedigitallearningprogram,theytookastepofsensitizingthepeople,allthestakeholdersthenprovidetheequipmentandmakingafollow-up,asopposedtodigitallearningprogramthatbroughttheequipments,dumpedinschoolsandwalkedaway;soyoufindADSItookaneducationalapproach”Policymaker,Nyamira

“Ibelievetheprojectissustainable.SincemostofteachershaveICTcompetenciesnow,whentheysitwiththeirboardtoconvincethemonacquiringlaptopsandmaybeWi-fifortheschools.Forthenewteacherscomingonboardtheyarealreadytechsavvythoughfortheolderonethereisabitofresistancebutwerearecloselyworkingwiththemtoensuresustainability”Policymaker,TaitaTaveta

Mostoftheofficialsfeelstronglythattheprojecthasgreatpotentialforsustainabilityastheysaytheknowledgeacquiredbytheteachersandprincipalswilllivewiththemforever.Itishoweverintheequipmentaspectthattheyfeelmoresupportwillbeneededortherecanbewaysdevicetomakethemmoreaffordabletotheschools,especiallytheonesthatarenotinADSI.

4.6ADSIeffectsandoutcomesAcrosstheboard,thereareseveralimpactsandoutcomesthatareattributabletotheADSIprojectacrosstheschools.ViewsonADSIeffectsonlearningachievementwerevariedamongstthedifferentrespondentswithsomesayingADSIhadachievedalotintermsofimprovinglearningoutcomesacrosstheparticipatingschoolsbutwithotherssayingitwasstilltooearlytotalkauthoritativelyabouttheimpactsoftheproject.However,fromthefeedbackweareabletohighlightthekeyimpactsofADSIandwherepossible,wecomparewiththebaselinefindingsasfollows;4.6.1ADSIeffectsoninstitutionalizationandpolicies

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ADSIhasevidentlyimprovedtheinstitutionalizationandpolicydevelopmentinasfarasICTintegrationisconcerned.Thestudyfoundthat85%schoolshadanICTintegrationpolicyattheirschoolscomparedto61.7%atthebaseline.Inaddition,91%coulddescribethepoliciesascomparedtoonly55.3%atbaseline.4.6.2ADSIeffectsonaccessanduseofICTingeneralADSIcontributedtoimprovementsinaccessandusageofvariousICTequipmentbothatschoolandoutsideamongteachersasfollows;

• Atbaseline,54%ofteachershadpersonalcomputerscomparedto70%now.Inaddition,onlyhalf(50%)ofthosewhohadpersonalcomputersatbaselinehadaccesstotheinternetascompared79%atmidline.Intermsoffrequencyofinternetaccess,about78%accessitregularlyascomparedto57%atbaseline.

• Atbaselinemobileownershipamongtheteacherswasat99%-almostsimilartothemidlineat100%.However,whenitcomestoaccesstointernetonmobilephonesonly45%hadaccessedinternetalwaysontheirmobilesatbaselineascomparedtoalmost95%atmidline.

4.6.3ADSIeffectsonTeacherICTcompetenciesTherehasbeenamarkedimprovementonteachers’computerproficiency.AlookathowteachersratethemselvesonanumberofICT-relatedtaskrevealedthattheyratedthemselveshigherinthemidlinecomparedtobaseline.Table14:ADSIimpactsonteacherICTcompetenciesHowwellcanyoudothesetasksonthecomputer? Midline Baselineo. Producingaletterusingawordprocessingprogramme 95% 63%p. Emailingafileasanattachment 90% 54%q. Storingyourdigitalphotosonacomputer 95% 55%r. Filingdigitaldocumentsinfolders 97% 54%s. Monitoringstudents’progress 80% 36%t. Usingaspreadsheet 79% 31%u. Contributingtoadiscussionforumontheinternet 92% 33%v. Producingpresentations 97% 31%w. Usingtheinternet/mobilephoneforonlinepurchasesandpayments 90% 51%x. PreparinglessonsthatinvolvetheuseofICTbystudents 95% 27%y. Findingusefulteachingresourcesontheinternet 97% 53%z. Assessingstudentlearning 82% 27%aa. Collaboratingwithothersusingsharedresourcessuchasgoogledocs 82% 29%bb. Installingsoftware 60% 31%

4.6.4ADSIeffectsonteachers’attitudesADSIhasmadegreatstridesinhelpingprovideknowledgetoteachersonICTliteracy,theimportanceofICTintegrationineducationandtheneedtoinnovateinteaching.Asaresult,ithasalsohelpedchangeattitudesofteachers.Theprojecthasalsocreatedawarenessofthemanysourcesofknowledge,informationandspecificallytheOnlineEducationalResources(OERs).

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“Yea especially accessing theinformation. I didn’t know where Ican really get the information butwhenIattendedtheADSItrainingIwasmadeawareofsomanyareaswhere I canaccess the informationandagainwehave interactedwithteachers from various parts of thecountrythroughtheADSIplatform”Teacher,Narok

“Well personally it has also changed my view ofteaching. You know most people normally thinkthat my area of teaching that is humanities,History, ismore of theory but introduction of thismethodwayofapproachorthisapproachchangedthat. So it has helped me to change from beingtheoretical to also bringing other methods likeconceptmapping,assimilationandsuchlikethings.So it has helped me to change the way I teach”Teacher,Nyamira

“Ithinkformeithasbeenagreatexperience.PersonallyIdidnotknowmuchaboutcomputers.TheprojecthasmademecomputerliterateandIhavelearntalotpersonally.EarlieronIcouldonlyenterMathsprojectmarksinthecomputerbutnowIhavelearntalot.Andthenforthestudentstheyhavealotofmaterialsforthesubject.Thereisalotofmaterialforgeographyincludingcontent,videoclips…theyareallthere,soformeandevenstudentswearereallyenjoyingtheproject.Wegotothelabonceaweek.”Teacher,Kiambu

“Tosaythetruth,theteacherworkloadhasreallybeenreduced.Thelearnerisdoingmostoftheworkwheretheteacherisusuallydoingmoreoftheguidance,evaluationandcorrectinganymisconceptionssoithaschangedushowweapproachthetacklingofthecontent”TeacherTaitaTaveta

“It’sgoodteachershavebecomemoreconfident,theyareobservedinthepresenceofyourcolleagues,whentheycometoourplacemanytimes…whentheycometoseeoneortwoallteachersconvergeinoneroom,wehaveourlessonsinthecomputersandateachergetsthroughtothelearnerswhentheothersareatthebackthereobserving,theprincipal,thedeputyandtheteacherisconfident.Ithasbuilttheconfidenceoftheteacher”Teacher,Kiambu

“ADSI as a project has increased ourinteraction with ICT, it is encouraging evenwhen SBC is pushing us to use ICT in ourclasses,ithasgonetoanextentwherewearecarrying out projects and the students areengagedinlookingforinformation.Insteadoflooking up to a teacher as the source ofknowledge they are given guidelines on howto access knowledge for themselves. It is agood source of gathering information whichyou can even share with others” Teacher,Nyamira

“Yeahintermsoflearning,initiallyyouwouldjustgettoclass….nowwithICTyouhavegottoplanandbeverysurewhatyouarepresenting,uhavetosearchandseewhetheritisrelevant.Especiallyforrelevance,sobythetimeyouareinclassyouareverysure”Teacher,Kiambu

Table15:Changesinteachers’attitudes Baseline MidlineStudents’useofICTcansupportstudent-centredlearning 3.45 4.26ICTsprovidevaluableresourcesandtoolstosupportstudentlearning 3.44 4.19ICTscanbemainlyusedforefficientpresentations 3.34 3.76ICTshaslimitedcapacitytoprovidebenefitsintheclassrooms 2.57 2.57

4.6.5ADSIEffectonteachers’confidenceEvenfortheteachers

whowere

ICTliteratepriortoADSI,theyreportthattheprojecthasimprovedtheirabilitytouseICTsandhadgiventhemconfidencetoworkusingICTsandtotrynewideasintheirwork.OthershaveovercomethephobiaforICTequipment.4.6.6ADSIeffectonlearningandteachingADSIhasalsoreportedlyfosteredchangesinhowteachersteachaswell as deliver learning. Teachers and students report thattheADSIprojecthasmadelearningfun,engaging,participatoryandalsostudentcentered.

“Ontheteacherssideitisfriendlybecausemuchworkisdonebythestudentswhichwillhelpthemtounderstandmorebecausetheyareresearchingontheirown.AlsoformeIhaveadisadvantage,whenIcameforthattraining….andtheinformationwegotwasbasedonsomeone’sproject.SofromthelittleI

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“It has made the teaching and learning processesinteresting. Previouslywewere used to the chalk andblackboard. Now we are used to laptops andprojectors, apart from that we can now use onlineresearch.Youcanresearchonaconceptanddiscussinclass…theinformationontextbookscanbescanty…allyou have to do is google and there you are withinformationtoteachinclass”Teacher,Narok

“Well previously there were someconcepts that when I was teachingwasn’t easy to cut across and alsothereweresometopicsthatusedtogetboringandtheyhavebeenmadea little bit interesting though it hasnot been very easy gatheringinformation and even presentingwhat you have gathered. It takes alotoftime”TeacherNarok

“Theprojecthashelpedinimprovingstudentsinterest,andtheyenduplikingthesubject,especiallyChemistrytheydon’tlikeitbutnowifyouintroducetheuseofICTtherearesomeweakstudentswhowanttoparticipate,theywanttoknowhowtooperatethemachines,howtodotheresearch,andwhentheyaredoingtheresearchtheyarelearning,it’slikenowwhenyoudrawtheconceptmaps,theywanttodoitsoIthinkit’saverygoodmethod”Teacher,Kiambu

“NotthatwedidnotuseICTbeforeADSIcamebutwhenADSIcameitprovidedaboostandalsobroughtotherteachersonboardwhowerenotfamiliarwithICT.Alsotheequipmenthavebeenresourceful,everyoneismotivatedandwantstoadoptthenewmethodsofteachingbyobtainingmaterialsonlinetalkaboutPBLwhereweengageourlearner…givingthemaproblemtoresearchonit.Ithasmadetheirlearninginteresting.Ithasenhancedourskillsofteachingasteachersandmadethingseasier”Teachers,Narok

Teachersreportfivekeyimpactsonthelearningandstudents;thatithadimprovedhowtheyteach,improvedstudentinterestespeciallyinSTEMsubjects,helpedtoshiftlearningfromteachertostudent-centered,improvedstudentparticipationandinvolvementaswellasperformance.

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“ADSIisinnovationinteaching.Iwouldn’twantjusttolimitmyselftoICT.IthinkIwould…IhavebeentherefromthebeginningandwehavelearntalotalthoughICTismajorlyabigpartofitbutevenwithintheICTtherearesomanythingsthatwehavelearnt,theTPACKandthoseotherthingsandit’sbeenagoodexperience.Ithasreallychangedmyperspectivetowardshowweteachinclass,howwerelatewithourstudentsandhowmosteffectivelywecanpassacrossinformationtothelearner.That’sbasicallyADSIforme”Teacher,TaitaTaveta

“What I can say are the benefits of this project.One, we have the computer lab which was notthere and then from that computer lab we saidthat we teachers we don’t know how to handlecomputers then the school management wasforced to hire a teacher who trains the studentsand now the students are taking computerstudies.Sothroughthisprojectthatcomputer labwe have it and then the teacher was employed.We had some studentswhowere disadvantagedandwantedtotakecomputerbuttheteacherwasnot there so when we started this project, theschool management was forced to employ a

“Generallyastheinterestinsciencesubjectsincrease,youseemoststudentsbeginningtobelievetheycantakeupmoretechnicalandscience-relatedcourses”Teacher,Kiambu

“Youknow,Iteachphysicsanditsoneofthosesubjectsthatareconsideredverydifficult.IhaveseensomeofmystudentsgainconfidenceandevenwantnowtobeengineersasaresultofpresentationsIhavedoneinclassusingtheprojector”Teacher,TaitaTaveta

As a result of the new interest in STEM subjects, some teachers reported that they had seen somestudents change their career aspirations to more STEM-leaning courses as their interest andperformanceintheSTEMsubjectsimproved.

4.6.7ADSIeffectsonimprovingICTuseinthecurriculumandpedagogy

ADSIhasincreasedthefrequencyofuseofICTinthecurriculum,andinteaching.Acomparisonbetweenthelevelsatbaselineandmidlineshowthattherehadbeenasignificantincrease.Table16:FrequencyofICTuseinteaching Frequencyofuseofresources Baseline Midlinea. HowoftendoyouuseICTswithstudentsinthecontextofteachingsubjects 2.58 3.56b. Howoftenhaveusededucationalsoftwarerelatedtotheirsubjectmatter

withtheirstudents2.32 3.41

c. Howoftenhaveyouuseddigitalartifactsfromstudentassignmentsandevidenceofstudentachievements

1.78 2.72

d. HowoftenhaveyouusedICTapplicationstomonitor,evaluateandreportonstudentachievement

2.89 3.37

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“AsSubCountyeventheboardsofmanagementhaveembracedtheideaofICTIntegrationinteachingandlearning.Thereisthatcommitmenttheyhavemadethattheywanttoimproveperformancebymakinglearningmoreuserfriendly.ThatwhythereisalotofinvestmentinICTinfrastructure.AsTaitaTavetaCountywedonotwantourstudentstobeleftofdigitalprogram”Policymaker,TaitaTaveta

“I think this project has helped ourschool togetmorecomputers,nowwehave other laptopswhich are assistingevenotherteacherstoembraceICT,wehave added 2more projectors andareabletoreachmostofthestudents.OurPrincipalhasalsobeenforced to installWIFI”Teacher,Nyamira

“Studentscanoperatethesecomputersandprojectors.Theycaneventeachusingit.Bythewaystudentsdiscussontheirownwhetheryouaresupervisingornot,theycandoit.Sothoseskillswouldhavenotbeenthereifyouhadnotintroducedthis.Theyhavenowhadafirsthandcontactwiththedigitalworldwhichtheycouldhavenotgottenifyouhadnotintroducedthis.Theyalsoparticipatemore”Teacher,Nyamira

e. Howoftenhaveyouusedpresentationsoftwareinlessons 2.11 3.51f. Howoftenhaveyouuseddigitalresourcesintheirlessons 2.38 3.62g. HowoftenhaveyoubeensharingtheirexperiencesofusingICTusewith

otherteachersduringnormalmeetings2.66 3.48

h. Howoftenhaveyoubeenusingcomputerlabforteachingactivities 2.11 3.18i. HowoftenhavebeenusingICTsintheclassroom 2.17 3.48j. HowoftenusingICTswithstudentsforpresentations,withoutalteringthe

classroomsetting1.84 3.03

k. HowoftendoyouuseICTintheclassroomforindividualstudy 1.84 2.17l. HowoftendoyouuseICTsintheclassroomforsmallgroupactivities 1.74 3.02m. Howoftendoyouusedigitalresourcestoenhanceschoolproductivity 2.75 3.65n. Howoftendoyouusedigitalresourcestounderstandsubjectmatter 3.43 4.014.6.8ADSIeffectsoninfrastructureOneofthetopmostimpactsofADSIwasinfrastructureandequipmentamongboththeparticipatingschoolsandthenon-participatingschools.WhileADSIhasprovidedICTequipmenttotheparticipatingschools,itwasreportedthatthishadgeneratedinterestacrossthecountriesandmoreandmoreschoolsareinvestinginequipment.AcaseinexampleisTaitaTavetawhereasaresultofADSI,allsecondaryschoolswerenowequippedwithwhiteboards.Therearereportsofschoolsthathavepurchasedmorecomputers,installedpowerpoints(sockets)intheclassrooms,expandedexisting/buildmoderncomputerlabs,etc.

4.6.9ADSIeffectsonstudentICTskillsandknowledgeIthasalsoimprovedstudents’ICTaccess,knowledgeandskillsmakingthemabletooperateICT

equipmentbutalsouseitfortheirownlearning.StudentsappreciatethattheycanuseICTtolearn,researchandstoreinformationforfuturereference. “Ihaveacquiredsomeskills,forinstance

IneverknewpartsofcomputerbecauseallthewayfromformoneInevertookcomputerstudies,andIhavealsoacquiredtypingskills,accessingwebsiteswhendoingmyresearchand

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“Theresources…theLaptops,theprojectorshavereallygonealongwayinhelpingtheschool.Thelearnersaremoreinterestedinthelessonsrightnowandtheytendtobearoundwhenweseetheseresources…thelaptops,the

“Atpersonallevel,likethelastprogramwehadandthelastdaywehadIreallyenjoyedmakingaphotostoryoutofit,eventhefeatures,thenyimbo,IlikeallmannerofsongssoImanagedtofitinallthatIhadlearned,soIreallylikeit,soatapersonallevelIwouldsayIhavereallyopenedupmymind.Ihadnotfullyembracedthechannelsandeverythingelse,butIfindmyselfgoingtotheinternetbecauseof”Teacher,Kiambu

“Ithasalsomadeteachingandlearningalittle faster. I will give you an example. IteachPhysicssotoexplainhowanengineis cooled, you might use two to threelessonsbutwithavideo,onelessonwillbeenoughsoitbecomeseasyforthemevenremembering the stages” Teacher,Nyamira

“In my school we now have computerstudies as a subject and have made itmandatory for each class to go to thecomputer lab every week to learn basicskills even though we do not havecomputer as a subject. We have atimetablewhichisbeingfollowedandtheSTEM teachers are the ones driving it”Teacher,Nyamira

“In the school where I am, the studentscould not access the computers ,thoughthey were there for the computer subjectstherewas not a single one they could usefor practical, but this programhasmade itpossible for the students to access thecomputersandprojectors.Thelaptopshavealso motivated some teachers to get theirown personal computers.” Teacher,Nyamira

4.6.10ADSIeffectsonuptakeofcomputerstudiesADSIhasmotivatedmoreschoolstostartteachingcomputerstudiesandincreasedaccesstocomputers.MostoftheADSIschoolsthatoriginallynevertaughtcomputersstudiesasasubjecthavereportedlystartedasaresultoftheinterestcreatedbytheADSIproject.Eventhosethatdon’thavecomputerstudiesasasubject,therearethosethathavecomeupwithplanstoensurecomputerliteracyamongthestudents.Inaddition,non-computerstudentsinsomeschoolshavebeenobligatedtoacquireICTliteracy.

4.6.11ADSIeffectsonstudents’learningpaceADSIhasreportedlyalsomadeiteasyfortheteacherstobreakdowncomplexconceptsmakingstudentsunderstandfasterthereforehelpinginacceleratingsyllabuscoverage.Otherssayithasalsohelpedinsavingtimeandcoveringthesyllabusfaster.Ithasalsointroducedteacherstodifferent

“Whenateachercomeswiththelaptopinclassmostlystudentshelphimtoconnectthem,soithashelpedstudentsespeciallyfromremoteareastoknowhowtoconnectthecomputersandprojectors.Ithashelpedstudentswithpresentationskills,maybeateacherhasgivenanassignmentandaskstudentmakeapresentation”Student,TaitaTaveta

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“Yes,specifically Iwasdoingawebquestona“particularnatureofmatter’.Iaskedthemto do a bit of research on that and wereable to access some search engines… andlater I went with some questions on thatdrawn from what theywere seeing and ofcourse fromwhat is usually asked andwasable to note down questions for them.…..the outcomes were very different. Theresponseswere quite accurate in the otheronethanthefirstone.Teacher,Narok

“Yesbecauseoncetheyseethesimulationsandallthattheconceptsticksintheirmindlikewearetalkingoftheindustrialprocess,preparationofpoisonousgasesthatmaybeyouhardlydoinclassandcan’tprepareinalab…youjustshowthemhowitispreparedanditsticksintheirmind.Itceasesbeingthetheory”.Teacher,Kiambu

“As for me it has been so good in factmuch benefit has gone to the studentsbecause as madam has just said, thestudentswhogoforthis lessons…actuallywhen you do those presentations, othersjustwanttocomeanddothemforyousotheydoitasyouexplain.Sotheyareveryinterestedandalsofortheteachers.Youknow IT is something you learn by doingso it is adding up our skills in thecomputer”Teacher,Narok

“Very usefulmathematically, I would say justlikemy colleagues.When youare teaching inclass about rotation you rotate a triangle,rectangle and sometimes a student cannotunderstandbutwhenyouuseICTtheyareabletoseethepositiveanglesandnegativeanglesand somehow helps them to demystify andknowhowitgoesanditcreatesaninterest inMathematics”Teachers,Narok

“AsInotedwhenIstartedherefounditwasmakingteachersworkeasierinsteadofdoingthingsmanuallytheycannowusecomputers.Whenitcomestoknowledgemostteachersfeartoventureintowhattheyhaveneverused.Butthishasgivenourteachersanewlight”Policymaker,TaitaTaveta

“Yes,becauseschoolswhichhaveembracedthisaredoingwell.Syllabuscompletionisdoneearlier,thisisbecauseitislearnercentredandnotteachercentredlikeotherschoolsusingtraditionalway”Policymaker,Narok

“It has changed our way of teaching. Ithas enhanced active teaching andlearningso learnerscreatemore interestwhen we are teaching and so they aregainingmuchmore.Andwhentheydo ittheyimprovetheirITskillswiththeuseofthis PowerPoint.We can also be able toteach the students on how to researchmaterials from the internet” Teacher,Nyamira

“Thestudentsareabletogetinformationontheirown.Itisnotamustfortheteachertobearoundorwhatever…tobeavailable.TheycandosomeresearchandgetanswerstotheirquestionswithouthavingtheteacheraroundalthoughtheteachermightguidethemtosomeextentbutIbelievethestudentsareabletodo…todowhat?TogettheinformationontheirownandIbelievetheinformationthatyougetyourselfyouwellunderstandit”Teacher,TaitaTaveta

methodologies.4.6.12ADSIeffectsonlearningandclassroompracticeMostfortheteachershadtheviewthattheprojecthassignificantlychangedthepracticeofteachingandlearninganddeliveryoflearningmakingthemmoreinnovativeandimprovingstudentteacherinteractionduringlessons.Similarly,thegovernmentofficialsinterviewedwereunanimousonthefactthatADSIhadimprovedthequalityofteachingandlearningintheirCounties.WhilesomementionedthatADSIhadencouragedstudent-centeredlearning,othersfeltitwasmakingtheworkofteacherseasy.

4.6.13ADSIeffectonteachinginnovationFeedbackfromtheteachersalsorevealedthattheprojectandmethodsofteachingintegratingICTsupportbettercomprehensionandretentiononknowledgeamonglearners.Theuseofmethodologiessuchaswebquests,simulationsandproject-basedlearninghasenhancedthequalityoflearning.

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“Just from simple exams that wegive them because exams cover anumberof topics…….youcan easilytell the topics where the studentsare scoring higher and the others.YourealizethatwhereICTwasusedthestudentsarescoringhigherthanwhereICTwasnotusedinteaching.Teacher,Narok

“Weareinthe21stcenturyandpreparingourlearnersonICTcompliancewillbethebestforlearnerssoastobeupdatewithoutsideworldwhenoutofschoollikedoingtransactionsonline.IftheyarenotequippedwithICTcompetencetheywillbedisadvantagedandusaseducationistsweshallhavenotsucceededtofulfillourmandate”Policymaker,TaitaTaveta

“TherehasbeenslightimprovementinKCSEperformancebythestudentsandthisisanaddedadvantageastheteachersarealsoalreadytrainedonICTcompetenceunlikecomparedtheircounterpart.”Policymaker,Nyamira

“Ithinkithasimprovedtheperformanceofthesciencesubjectsparticularlyafterthestudentsinterestisarousedduringteaching,abstractconceptsareabletobeexplainedwellforinstancethepracticalsthatwecannotcarryoutinthelaboratory…thoseonestheyarewellillustratedusingICTandthatoneisasaresultofthisprojectandsoIthinkthereisanimprovementintheperformanceofthesciencesubjectsintheschool”Teacher,TaitaTaveta

“ForawhileChemistryinourschoolhasbeenoneoftheworstsubjectswithperformingworsethanMathsbutbythetimeweopenedschoolwesawimprovementacrosstheboardfromformonetoformfourandIthink,ADSIisreallyattributetothis”Teacher,Kiambu

“As assessment between a topic (my colleaguescaneventry)…justgiveattestthatwascoveredinICT by youand the learner andgive another testthatwas covered theoretically. You canmakeanassessmentandyouwillrealizetheirresponseisintermsofthatwhichwascoveredinITareactuallymore accurate and better than the ones whichwerecoveredtheoretically”Teacher,Narok

MostteachersreportedimprovementsinscoresandperformanceonsubjectswhereICTintegrationwashappening according to the teachers’ accounts. Teachers report seeing improved performance ofstudentsincertainsubjectstoimprovedaccuracyandqualityofanswerstoquestionsontopicswhereICTwasused.

Theviewsof theofficialswerehowevervaried,withsomesayingADSIhadachieveda lot in termsofimprovinglearningoutcomesacrosstheparticipatingschoolsbutwithotherssayingitwasstilltooearlytotalkauthoritativelyabouttheimpactsoftheproject.

TherewerethosewhowereoftheviewthatADSIhadhelpedagreatdealinimprovingICTliteracywhichwasgoodpreparationforthestudentsintheirfuturelife,workandgrowth.Somelinkedthistotheacquisitionof21stcenturyskillswhichtheybelieveisveryimportant.

“Ithinkitstooearlytomentionanyeffectstheprojecthasheardonlearningoutcomes.However,Ithinkthereisgreatprogressandmaybeinfuturewecanseeclearresults”Policymaker,Kiambu

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“OnmysideIhavebeenabletochat,do research by giving the studentsquestionstogooutandresearchon,Ihave beenable toapply thatand it isvery effective. Presentations are alsoveryniceingettingstudentsattention,worksheetsareverygood,havemademyworkeasierforthelast2years…itseasy now to manage my class.Conceptmaps also helps thestudentscome up with solutions to problems.Those I have not been able to applyare the Lesson Plans. ADSI LessonPlans. It is very difficult to preparetheseLessonPlans”Teacher,Nyamira

“Our school now has e-presence. In fact it hasbenefittedourschool inthatmyself Iamblogginginso thatwhen the students are at home, it easier tocommunicatewith themandgive themassignmentsandevenassistingtheminmakingdiscussiongroupsintheblogsthatwedevelopedintheADSIprogram.Infactifyoucheckourweb,youwillfindthatduringtheholiday,thereismuchactivityinthewebsitethanwhentheschoolsareonsoithas…economicallytheamount of papers we were using to printassignments for the students has reduced becausenowwejustposttheassignmentsonlineandthenweasteachersassistthestudents iftheymaybehavingany difficulties in those questions. It is like adiscussionandyoucangiveahinttoaquestionifitis

“What has beendifficult to implement is based onresource availability, in my school there are veryfewroomswhichhavesockets,youhavetoalerttheteachers in those rooms in advance if youwant touse ICT. We use specifically science lab andcomputer lab which is very small…so if you don’tmake arrangement in advance you may not usethem”Teacher,Nyamira

“TheICTroomisnotbigtoaccommodateaclassof60andthecomputersareless,weonlyhave22andoutofthesefivearenotspoilt”Student,Nyamira

4.6.14ADSIeffectsoncollaborationandcommunicationamongschoolcommunity.ADSI has also reportedly helped improve the management of communication across some schoolshelpingteachersandprincipalstobeabletopassinformationbettertoparentsandstudents.MostoftheADSI schoolsnowhavebulkSMSplatforms forparents,portal forpostingexamresultsaswellasemailsystemsusedtocommunicatebothinternallyandexternally.

4.7ADSIchallenges,barriersanddislikesDespitethelargelypositivefeedbackontheeffectsofADSI,thisstudyalsocollectedviewsonsomeofthechallengesandbarrierstotheimplementationofADSIaswellassomeofthethingsthatvariousprojectstakeholdersdisliked.Themainonesarelistedbelow;

4.7.1InadequateinfrastructureandequipmentAcross the board, inadequate infrastructure, facilities and equipment were mentioned as a majorbarrier.WhiletheequipmentsupportfromADSIhadbeenlauded,mostoftheteachers,studentsandofficials said the number of laptops and computers was hardly enough going by the populations ofstudentsandteachersintheparticipatingschools.Therewasalsoaproblemoftheclassset-upformostoftheschoolsdidnothavepowersocketsintheclassroomtoallowforpoweringofthelaptops.Otherschoolsjusthavesmalllibrarieswhichcannotaccommodateafullclass.

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“Because the issue of accessing theinternet has been a challenge forexample getting a class of 50 toaccesstheinternetandensuringallofthemdosohasbeenachallengebutweare trying.Whenwe put them inshifts we can do it. So for the onesthatweuse in class, they have beenvery easy to do web quest is verychallenging”TeacherNyamira

“Letmealsoaddoninternet.Weareusing routersand the area of coverage is very limited. Like nowthewebquestwe are giving the students could beattendingatcomputerlabbutforourcasewedon’thavewhichisachallenge.Youhavetogetthemoutof class to be very closer to the administrationblock, then thecomputersarenotenoughandyougosearchingforinternetunderthetrees…thosearesomeofthechallenges”Teacher,Narok

“Training period for the workshopshouldbeextendedfrom2daystothethirdday for thesamecontent so thatadequate information is passedwithinthat time. Such that even thefacilitatorsdo not find themselves in asituation where they have to rushthroughsomecontent”Teacher,Narok

“Accordingtomethetrainingtimeisnormallyverybriefbecausewehavelikeadayandwearelearningsomuchsowekeeponrushing.Soinmostcasesattheendofthedayyouwillnothavelearnteverything,youwillhavetogobackandlearnfromyourpeerswhoaremaybequiteahead.Thatiswhathappensbecausemaybeinadayyouwilllearnaboutseveralitemswithinashortspunoftime”Teacher,TaitaTaveta

“Ilookedatyourtrainingmoduleandtrainingmanualandlookedatyourprojectionandthentherewereyourfacilitators,Ithoughtyoushouldsimplytheprocessofknowledgetransferbecauseitistooacademicintermsofapproach;MeIwillunderstanditintermofmylevelofeducationandmyinterestinICT,butBOMchairman,whoeventhewordICTisavocabulary.Secondlyletushavesamplelessons,saya20minutelessonwithICTandanotheronewithoutICTthemakeacomparison.Ilookedatyourmanual;itwillbewellunderstoodbyPhdholderoramaster’sholder;butadiplomaguymaynotgetitwell”Policymaker,Nyamira

Anotherinfrastructuralissuementionedasthesecondmajorchallengethatemergedstronglyacrosstheboardwasthatofinternetconnectivitywhichmanysaidwaspoor,sometimessloworunavailablemakingitdifficultforthemtoaccesstheonlinecontentforpreparationoflessons.

4.7.2Teachertrainingandsupport

Oneofthemajorconcernsamongtheteacherswasthefactthatmostofthetrainingswereoftenshortand hurried and with somuch to cover within a short time. Teachers were concerned that there isalwaysinformationoverloadthatsometimesmakesthemunabletounderstandeverythingadequatelyandtoimplementwhentheygobacktoschool.

Apolicymakeralso felt therewasneed to review the trainingmaterials tomake themsimplerand insyncwithothergovernmentteachdevelopmentandappraisalprogram.

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“ImprovingofinformationandcommunicationintheschoolbyplacingemphasisontheuseofICTinschoolfunctionslikebudgetingandfinancialmanagement”Principal

“MostofteachershaveICTcomponentswhentheysitwiththeirboardtoconvincethemonacquiringlaptopsandmaybeWi-fifortheschools.Forthenewteacherscomingonboardtheyarealreadytechsavvythoughfortheolderonesthereisabitofresistancebutwearecloselyworkingwiththem”Policymaker,TaitaTaveta

“Thechartsandthediscussionsyougetthatsometimeyouarenotavailablewhentheyaretakingoffwhydon’tyouhavethepersoninvolvedonthatdaytobeavailablethroughoutthedaysothatIcanchatwhenIwant,becausesometimesIhaveclassesfrom1to2Iamoccupied,from4amonthewaygoinghomesosometimesitisdifficult”Teacher,Kiambu

“Personally I may say there is need toadd a few hours for the chats. Likepersonally I am in charge of theboarding so I need to go and checkwhat the students are eating and ourlunch is 20 minutes. So this one hourpossiblyshouldbeextended.Iftheycanmake it available throughout thatwouldbefine”Teacher,Nyamira

“Yes.ThetrainingwasinthefirstweekofJanuaryfor2daysonworkyouwilldoawholeterminsecondterm.Bythetimeyougettosecondtermsomanythingshavehappenedinbetween.Soifwearetrainedinthebeginningofthetermandgotoimplementitsfine”Teacher,Kiambu

“Thetimingofthetrainingespeciallythesetwodays,itsnormallytheopeningweekandsomeofusarepressuredbyexams,weopentheschoolwithexams.Soyouareherestrugglingandyouknowyouhavesomedeadlinesomewhereofmarkingexams”Teacher,Kiambu

“Mostofourprincipalsareadvancedinageandtheynevergrewupinthecomputererror,soanumberofthemwouldeithercastigatethesamethingtothecomputerteachers;andduringtheevaluationtheyoungerteachersaremoreinterestedandtheyhavethepassioninitasopposedtoHeadteacherswhowouldwalkawayandleavetheteachers”Policymaker,Nyamira

Closely related to theabove issuewas the timingof the trainingwhich some said clashedwithotheractivitiesand frequencyof thetrainingwhichsomesaidwasnotsoeffective for implementationas itwasoftenone trainingper termandpeople forget. They suggested that the trainingsbeplanned forveryearlyintheschooltermsothattheyareabletogetintoimplementationimmediatelybeforetheyforgetwhattheyhadlearnt.

Another concern the teachers had was in the organization of the chats. Some complained that thetimingsofthechatsdidnotallowthemtoparticipateasitcollidedwiththeirschooltimetable.Therearethosewhofeltthatthe1hourallocatedforthechatswasn’tadequate.

4.7.3Inadequatebuy-inandsupportfromschoolleadershipInadequateandpoorsupportfromschoolmanagementwasalsomentionedasanotherissuethatposesachallengeonICTintegrationforsomeschools.Someteachersexperienceproblemswiththeirschoolprincipalsonpoorbuy-inonICTintegrationhencefailingtoprovidefacilitationforICTintegration.

4.7.4NegativeattitudesbysometeachersNegativeattitudestowardsICTbysometeacherswerealsoreportedtobeabarrierthatsomeschools

“Someoftheprincipalsneedtoberegularlybriefedtounderstandtheprojectwellsothattheysupportit.Therearealsothosewhoarenewwhoneedtobetalkedtoone-on-onebyADSITeam”Teacher,TaitaTaveta

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Recommendation:ADSIengagementwithSchoolleadersshouldfocusonemphasizingparticipationandcollaborationinimplementingthepolicies.Further,thereisneedtogivesomepushtoschoolstomovefromjusthavingthepoliciesandplanstomeretangiblesupportsuchasinclusionofICTbudgetsinschoolplansandusingtheADSIlessontoinfluencepolicyandpracticeatboththecountyandnationallevelsofshiftingeducationpolicies.

Recommendations:EngagementwithschoolleadersmustnowfocusonchallengingthemtoinnovatehowtoresourceforadditionalequipmentwithoutGESCI’sSchoolleadersshouldalsonebencouragedtolobbypolicymakerstomainstreamICTbudgetsinethcapitationgrants

werestrugglingwith.SometeacherswhohadbeenintheserviceforlongerweresaidtostrugglingwithICTintegrationandwhiletherewereindividualcasesofschoolsthathadmanagedtoshifttheseattitudes,therewerereportedlycaseswherethishadnothappened.

5.0Keyconclusions,recommendationsanddiscussionsTheabovefindingshavegeneratedevidenceandinsightsthatcanhelpingeneratingvaluablelessonsforcontinuedprogressandachievementsoftheADSIproject.Assuch,thefollowingconclusionscanbedrawnacrossthe4domainsofADSIimplementation.Wherepossible,wehavecomparedthecurrentlevelswiththebaseline.

• ADSIimpactsoninstitutionalization:EvidencesuggeststhattherehasbeengrowthininstitutionalizationofICTintegrationacrossmostoftheADSIschools.AlmostalltheADSIschoolshaveanICTpolicyandorICTuserguidelinestoguidetheintegration.Therearealsoimprovementsinthelevelofawarenessbyteachersandstudentsonthepolicies.TheADSIprojectisalsoevidentlyalignedtothecurriculumandthegovernmentofKenyapolicythatseekstomainstreamICTinteaching.ThereishoweververyscantyinformationonthelevelsofcomplianceandeffectivenessinimplementationofthesepoliciesandthereseemstobeveryminimalinvolvementofsomecriticalstakeholderespeciallyparentsinplanningforICTintegration.MostoftheBoMChairpersonsinterviewedwereawareoftheADSIprojectbutdidnotdemonstratesufficientknowledgeorawarenessofthepoliciesandthiscouldbeamajorbarriertoinstitutionalizationandsustainability.

• ADSIimpactonDigitalSchoolsofDistinction:Generally,therehasbeengreatprogressamongtheparticipatingschoolsinasfarastheirprogresstowardsDigitalSchoolsofDistinctionstatusisconcerned.Themidlinegatheredevidenceofstrongbuy-inbytheschoolleaders,growthandimprovementofICTinfrastructureacrossschools,accesstoICTequipmentbybothstudentsandteachers,astrongercultureofICTuseinadministrationandmanagementandgenerallyamorerobustICTcultureamongmostADSIschools.However,thelevelofinnovationandprogresswasvariedacrossschools;someschoolshavetakengreaterownershipofmainstreamingICTineducationandschoollifewhileotherswerestillabitslow.TherearethoseschoolsthatstronglyidentifythemselvesascentresofICTdistinctionandhavegonea

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Recommendations:ThereisneedfortheADSITeamtorethinktheplanningofthetrainingsandthechatstoensuremaximumparticipation.OnestrategyistomakethechatscontinuousratherthanonehourandalsoconsultwithSBCswhenorganizingthetrainingtogetthemostsuitabletimings.

Recommendations:ThereisneedforSchoolsmanagementtoinnovatewaysofensuringstudentsareexposedtoICTmore.OneapproachistoensureeveryschoolhasaplanonhowmanytimesteachersshouldintegrateICTinatermaswellasaplanforfollow-upandsupervisionbythePrincipalsortheHeadsofDepartment.

longwaytomainstreamICTintegrationintheirplans,buttherewerethosewherenotsomuchhadbeendoneandthiscouldimpedesustainability.ThemainchallengehoweverremainstheinadequateequipmentandICTinfrastructurewhichreducesthefrequencyofICTuseinlearning.

• ADSIimpactonTeacherProfessionalDevelopment:Theprojecthashadabigeffectonteachers’ICTliteracy,theirknowledgeofICTintegrationandwhyitisimportant.IthasshiftedtheirattitudesandnormsaroundtheuseofICTinteachingandchangedtheirapproaches.Generally,teachersreportverypositiveexperienceswiththeADSIprojectwhichtheybelieveiswelldesigned,effectivelyimplemented,relevantandusefulfortheirprofessions.Theyspeakhighlyabouttheimpactstheprojecthashadontheirskills,knowledgeandclassroompractice.Theyconsiderthetrainingsenriching,futuristicandbelieveithelpsthemtobebetterteachersandtohelpstudentslearninamorefun,easyandcollaborativeway.ThebelievemodernteachingapproachessuchasProject-basedLearning,useofwebquestsandsimulationshavenotonlyenrichedthecontentofwhattheyteachbutalsohelpedthemthinkcriticallyandbeattheforefrontingeneratingcontent.Thereare3majorimpedimentstotheirprofessionaldevelopment;shortageofequipment,inadequateinternetandinsomecasestimeconstraintsduetoworkloadsbytheschooltimetable.Teachersalsofeelthetrainingandthechatprogrammescouldbeadjustedtoensuremaximumparticipationformostteachersandsupportbetterimplementation.

• ADSIimpactonstudentlearning:ADSIhasincreasedstudentaccessanduseofICTbothatschoolandhome.StudentsalsoratetheircompetenciesandskillsinICTtohaveincreasedsignificantlyasaresultoftheproject.StudentsappeartohaveagreaterunderstandingonthepotentialofICTtoimprovethewaytheylearn,theyhavealsodevelopedmorepositiveattitudestowardsICTintegrationandhavegreaterconfidenceinoperatingmostICTequipment.MostofthestudentsapproveoflessonswhereICTisincorporatedanddescribethemasfun,interestingandparticipatorymakingthemlearneasily,comprehendcomplexconceptsbutalsorecallmore.Teachersreportthatlearninghasbeenmorestudent-centredandthatthereareimprovementsinscoresandlearningoutcomesamongthestudents.StudentsalsofeelthatICTwillbeusefulforthemintheirfuturelifeandcareersandbelievetheyarebeingpreparedforthefuture.However,thechallengesaroundinfrastructureremainahugeimpedimentasstudentshavetoshareresourcesfromtimetotime.

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Recommendations:ADSIProgrammeManagerandcountrymanagerneedtoengagemorewithpolicymakersatbothnationalandcountylevelstoleveragethesupportmentionedinmoretangibleways.GESCIshouldfollow-upwithgovernmentonthecomputersupplytoschoolsprogrammewithanaimofengagingthemontheADSImodel.

• Policymakers’feedbackonADSI:EducationofficialshavelargelypositivefeedbackontheADSIproject.Theyreportthattheyliketheholisticmodelapproachoftheproject,itsapproachesthatencompass;wholeschoolICTdevelopment,teacherprofessionaldevelopment,equipmentsupportandteachingsupport.TheyalsolikethattheprojectalignsverywellwithnationaleducationplansandpoliciesandhavehighregardfortheADSIteamsthattheyworkwith.Theypositivelyreportaboutthelevelofcollaborationandjointplanningandtheydonotconsidertheprojectintrusiveordisruptive.Theyexhibithighbuy-inandmosthaveaccompaniedtheprojecttothefieldandhadfirst-handexperience.However,feedbackalsosuggestthatwhilethesupportforthisprojectishugeamongthepolicymakers,littleseemstobehappeningtoconsolidatethegains,expandreachandorthinkaboutsustainability.ThegovernmentappearstohaveanICTequipmentsupportagendaforschoolsyetitsefficiencyandveracityisnotveryclear.ThereisneedforanewwayofengagementinordertodevelopideasonhowADSIandgovernmentcouldsynergizetheirefforts.

6.0LessonsforimplementationThefindingsandconclusionshaveunearthedseverallessonsthatcouldgoalongwayinimprovingimplementation,sharpeningfocusaswellasimprovingthepotentialforsustainabilityoftheADSIproject.Thefollowingaresomeofthekeyones;

• Oninstitutionalization:Havingschool-levelpoliciesforintegrationofICTincriticalincreatingawarenessamongststakeholders,supportingbuy-inandassuringimplementation.ADSIappearedtohavegainedbettertractioninschoolswherethepolicieswerewellcommunicated,displayedandembeddedintheschoolplansandtargets.EntrenchingICTintegrationinthestrategicplanalsoappearstoholdoneofthegreatestpotentialforensuringsustainabilityoftheADSIgoalsandgeneralimpactsofICTintegration.However,moreneedstobedonetosupportmostschoolstomovefromjusthavingthepoliciesandplanstomeretangiblesupportsuchasinclusionofICTbudgetsinschoolplansandshiftingeducationpolicies.

• OnDigitalSchoolsofDistinctionProgress:SchoolswherethePrincipalshadtakenownershipoftheICTintegrationappearstohavemadebetterprogress,withteachersreportingbettersupportandmostappearstohaveinnovatedandmanagedtomarshalmoreresourcesforinfrastructureandmoreequipment.Withastrongbuy-infromthePrincipals,therearemanypossibilitiesforexternalsupportwithequipmentandinfrastructurefortheschoolsasthereisevidenceofschoolsthathavepartneredwithNGOsandothergovernmentinstitutionsforsupport.

• Onteacherprofessionaldevelopment:Thereisastrongbuy-inandappreciationofthewaysICTcanimprovethewayteacherswork.However,teachersgrapplewiththepressuresoftheirdailyworkloadsandsometimesneedsomepushtobeabletodelivertasks.EmpoweringtheSBCsto

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havesupervisoryrolesandtohavetechnicalcapacitytosupportiscriticalinmanagingdeliveryoftheteachers.ItwasevidentthatinschoolswheretheSBChadhighICTcompetency,teachersfelttheywerestronglysupportedandabletoovercometechnicalchallenges.

• Onstudentlearning:Projectbasedlearninghasgeneratedalotofinterestamongstudents.Learningthroughdevelopingandresearchingohascreatedanewshiftinthewaystudentsviewtheirroleinlearningandmadestudentsfeelempoweredandconfident.EncouragingschoolstohavebasicICTliteracyforthestudentsiscriticalinunlockingthestudents’potentialtoachievemore.Atthemomentthereareseveralschoolsthathavemadestridestowardsthisgoalbutthereneedstobeagreateradvocacyandsensitizationamongtheschoolleadersforfulladoption.

• Engagementwithpolicymakers:ADSIhasagreatreputationamongthepolicymakersattheCountylevel.ThishasbeenasaresultofclosecoordinationandalignmentofprojectactivitieswiththeMoEactivities.Thereisastronglessonthatengagingandinvolvingthesepolicymakersinprojectactivitiessuchasclassroomobservationservestoassurethemonwhatisgoingon.Thereisneedtoincreasethelevelofinvolvementofpolicymakersandadvocacytostartgettingthemthinkingabouttheirroleinsupportingthesustainabilityoftheproject.

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