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Across four years of collaboration among research teams and implementing partners, the document identifies common approaches for strengthening student-centered instruction and teacher support despite differences in context. It provides practical guidance, implementation examples, design implications, and reflection questions to help partners design and adapt education technology programs in specific settings.",{"@graph":69,"@context":122},[70,84,105],{"@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/lessons-learned-from-the-lego-foundation-funded-tech-play-initiative-insights-to-inform-program-design-and-implementation/584247/",{"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/lessons-learned-from-the-lego-foundation-funded-tech-play-initiative-insights-to-inform-program-design-and-implementation/584247.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Tech & Play initiative intended to change in primary schools?","Question",{"text":112,"@type":113},"It aims to transform primary school learning through playbased pedagogy and technology that promotes student-centered, active learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the initiative work with researchers and implementing partners across countries?",{"text":117,"@type":113},"Over four years, EDC partnered with country research teams and implementing partners to conduct formative research and study intervention implementation and teacher outcomes in Kenya, Rwanda, and Brazil.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance does the brief offer for designing teacher professional development?",{"text":121,"@type":113},"It recommends using a theory of teacher learning, assessing teachers’ strengths and needs, and providing ongoing staged, job-embedded support that supports development over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584247,1792065225,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","SUPPORTED BY  \nLessons Learned from the  \nTech  \n& Play Initiative  \nInsights to Inform Program Design and Implementation NOVEMBER 2025  \nIntroduction  \nThis brief shares lessons learned from the LEGO Foundation-funded Tech & Play initiative in Kenya, Rwanda, and Brazil. The initiative aims to transform primary school learning through playbased pedagogy and technology that promote student-centered, active learning.  \nOver four years, EDC partnered with researchers from EDU (Kenya), Three Stones International (Rwanda), and LEPES (Brazil) to conduct both formative research and studies on intervention implementation and teacher outcomes. Research teams worked alongside implementing partners to carry out the research, including Right to Play (Kenya), IREX (Rwanda), and Creative Schools (Brazil) . Despite substantial differences in program design and context across these three countries, common lessons emerged on how to implement initiatives to improve studentcentered instruction.  \nDrawing on research from all three countries, this brief offers practical insights and real-world examples to help implementing partners strengthen program design and implementation. It is created as a tool to support implementing partners in designing and adapting education technology programs to their specific contexts.  \nEach section presents a key lesson, an implementation example, design implications, and guiding questions to support reflection and learning.  \nWe encourage you and your team to reflect on these insights to identify what’s working, where change is needed, and how to strengthen support for teachers and learners.  \nABOUT THE RESEARCH  \nThis brief summarizes insights from the Tech & Play initiative. It does not include the full evidence base behind each lesson. For more detail, see the country-specific research briefs and evaluation reports at  \n[edc.org/projects/lego-foundation](edc.org/projects/lego-foundation)scaling-learning-through-play-withtechnology-research-collaborative/ .  \nConsider Teachers’  \nStrengths and Diverse Needs  \nwhen Designing Professional Development Programs  \n1  \nInstructional improvement should be guided by a theory of teacher learning that reflects evidence and recognizes that change is developmental and takes time.  \nAs teachers build skills, try new strategies, and integrate them into their routines, their learning needs evolve. Effective approaches tailor supports to meet teachers where they are, offering the right balance of challenge and guidance at each stage.  \nIn Practice  \nIn Kenya, KPLAY’s experience demonstrated that teachers enter with vastly different starting points, particularly in digital literacy. Initial training focused on Scratch, a coding platform for children, but many teachers lacked basic computer skills and device access. The program adapted to provide foundational support by first building teachers’ confidence with basic digital tools, before introducing more advanced technology integration. Shifting to student-centered learning also represented a major change formost teachers, requiring more than just new activities. KPLAY modified their training to begin with foundational mindsets, helping teachers develop the habits of regular reflection on their practice and focus on continuous improvement before expecting teachers to implement new techniques.  \nIMP LICATIONS  \nfor Program Design and Implementation  \n• Assess teachers’ strengths and needs, and tailor support to meet them where they are.  \n• Design ongoing, staged support that builds from foundational mindsets to new skills and strategies.  \n• Provide on-site, job-embedded support for teachers that integrates regular opportunities for coaching, modeling, and peer collaboration into the school day.  \nQuestions for Consideration  \n• What do you know about teachers’ starting points and prior experiences, and how are you using that information to differentiate support?  \n• How does your program support teachers’development over time?  ","cbCaivjiSkg82bbE","https://ap.wps.com/l/cbCaivjiSkg82bbE","pdf",1517943,11,"English","# Introduction\n# About the Research\n# Consider Teachers’ Strengths and Diverse Needs when Designing Professional Development Programs\n# Connect Student-Centered, Active Learning to Conceptual Understanding","[{\"question\":\"What is the Tech \\u0026 Play initiative intended to change in primary schools?\",\"answer\":\"It aims to transform primary school learning through playbased pedagogy and technology that promotes student-centered, active learning.\"},{\"question\":\"How did the initiative work with researchers and implementing partners across countries?\",\"answer\":\"Over four years, EDC partnered with country research teams and implementing partners to conduct formative research and study intervention implementation and teacher outcomes in Kenya, Rwanda, and Brazil.\"},{\"question\":\"What guidance does the brief offer for designing teacher professional development?\",\"answer\":\"It recommends using a theory of teacher learning, assessing teachers’ strengths and needs, and providing ongoing staged, job-embedded support that supports development over time.\"}]","Lessons Learned from the LEGO Foundation-Funded Tech & Play Initiative - Insights to Inform Program Design and Implementation | PDF",1792050317,28]