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The work examines changes in teacher knowledge, attitudes, and practices; variation across teachers and schools; factors enabling or hindering implementation; and how students experience PiP through surveys, observations, case studies, training observations, and student focus groups.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-science-and-technology-instruction-in-rwandan-primary-schools-implementation-of-the-plug-in-play-project-implementation-study-brief-november-2025/584252/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-science-and-technology-instruction-in-rwandan-primary-schools-implementation-of-the-plug-in-play-project-implementation-study-brief-november-2025/584252.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the Plug-In-Play (PiP) project aiming to do in Rwanda?","Question",{"text":113,"@type":114},"PiP supports teachers to integrate learning through play with technology into grades 4–6 science and elementary technology classrooms, helping close gaps in experience, training, and materials.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What research questions does the study address?",{"text":118,"@type":114},"The study examines changes in teachers’ knowledge, attitudes, and practices; how teachers implement and adapt PiP; factors that facilitate or inhibit implementation; and students’ experiences across and within classrooms and schools.",{"name":120,"@type":111,"acceptedAnswer":121},"How was the study conducted and what data sources were used?",{"text":122,"@type":114},"The descriptive, mixed-methods study ran across the 2023–2024 school year and used teacher surveys, classroom observations, school case studies, observations of training and communities of practice, and student focus groups.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},584252,1792190811,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Improving Science and Technology  \nInstruction in Rwandan Primary Schools:  \nImplementation of the  \nto Play Plug-in-Play  \nProject  \nImplementation Study Brief  \nNOVEMBER 2025  \nSUPPORTED BY   \nWhy Science and Technology Matter  \nTo thrive in a rapidly evolving, technology-driven world, young learners need more than basic literacy and math skills. Early exposure to science, technology, and engineering helps children develop critical thinking, problem-solving, and creativity—skills that are essential for navigating complex challenges and contributing to their communities.  \nIn Rwanda, this focus on technology and science aligns with the country’s recent adoption of competency-based curriculum, which prioritizes applying knowledge, developing integrated skills, and promoting learner-centered teaching practices. However, despite these goals, many teachers lack the experience, training, and materials required to effectively engage children in science and technology education. The Plug-In-Play (PiP) project, implemented by Right To Play (RTP) and funded as part of the Lego Tech & Play initiative, seeks to bridge this gap by helping teachers integrate learning through play with technology into science and elementary technology (SET) classrooms in grades 4–6.  \nAbout the Study and Why It Matters  \nThis study explored how teachers implemented and adapted PiP in their classrooms in the final year of the program, the support they required, and how implementation varied. The research offers practical insights for improving science and technology education in low-resource settings. Many professional learning (PL) programs fail to improve teaching or learning, and evidence of the impact of PL on student learning is mixed. Before evaluating learning outcomes, it is essential to determine if teachers can implement the innovation in practice. Teacher adaptations can support feasibility, but too much variation may dilute core elements and undermine effects. Understanding the balance between adaptation and fidelity is key to scaling effective interventions that are contextually grounded and effective.  \n1  \nThe PiP Intervention  \nRTP worked with 312 schools across 6 districts to implement the PiP model and aimed to reach approximately 838 teachers and 116,000 students. RTP provided professional development (PD), peer learning, coaching, and model lessons to support playful, technology-based activities. The intervention included the following.  \nThree trainings for Grades 4-6 SET teachers focused on:  \n• Tinkering and Making – problem-solving with everyday materials as well as hands-on science activities  \n• Creative Coding – computer programming using visual platforms  \n• Robotics – designing, building, and programming mechanical devices to solve problems  \nCommunity of Practice (CoP) sessions for peer learning  \nCoaching and mentoring from RTP staff  \nModel lesson plans aligned to the CBC  \nThis multi-phase training aimed to build teacher knowledge and confidence and shift instruction toward fostering active, student-centered learning.  \n2  \nFocus of the Research  \nThis study explored four research questions.  \n1. To what extent does participating in the Plug-in-Play project lead to changes in teacher knowledge, attitudes, and practices?  \n2. How do teachers implement and adapt the PiP instructional approaches with their students, and how does instruction vary across teachers and schools?  \n3. What factors facilitate and inhibit teachers’implementation of the PiP model with their students?  \n4. How do students experience the PiP intervention and how do their experiences vary within and across classrooms and schools?  \n3  \nResearch Design  \nThis descriptive, mixed-methods study was conducted over the 2023–2024 school year. The study used a range of tools to assess changes in teacher attitudes and practices related to SET and practices to support engaged, playful learning:  \nMeasures in Brief  \n| Method | Sample |\n| --- | --- |\n| Teacher Survey","cbCais48OQt8Nbbn","https://ap.wps.com/l/cbCais48OQt8Nbbn","pdf",1269517,15,"English","# Why Science and Technology Matter\n# The PiP Intervention\n# Focus of the Research\n# Research Design\n## Measures in Brief\n# Constructs: Playful Learning with Technology","[{\"question\":\"What is the Plug-In-Play (PiP) project aiming to do in Rwanda?\",\"answer\":\"PiP supports teachers to integrate learning through play with technology into grades 4–6 science and elementary technology classrooms, helping close gaps in experience, training, and materials.\"},{\"question\":\"What research questions does the study address?\",\"answer\":\"The study examines changes in teachers’ knowledge, attitudes, and practices; how teachers implement and adapt PiP; factors that facilitate or inhibit implementation; and students’ experiences across and within classrooms and schools.\"},{\"question\":\"How was the study conducted and what data sources were used?\",\"answer\":\"The descriptive, mixed-methods study ran across the 2023–2024 school year and used teacher surveys, classroom observations, school case studies, observations of training and communities of practice, and student focus groups.\"}]","Improving Science and Technology - Instruction in Rwandan Primary Schools: Implementation of the Plug-In-Play Project - Implementation Study Brief - NOVEMBER 2025 | PDF",1792050331,38]