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\nDurabilité et évolutivité des outils numériques d'apprentissage : ABRACADABRA au Kenya  \nLarysa Lysenko, Concordia University Philip C. Abrami, Concordia University  \nC. Anne Wade, Concordia University  \nAbstract  \nThis paper explores factors to increase the likelihood that the implementation of ABRACADABRA, a technology-based approach to teaching and learning literacy, endures and expands beyond the initial research. Started as a pilot study in 12 classrooms, the implementation spread to more than 500 primary classrooms over six years in five areas of Kenya. Drawing from research about scalability and sustainability of educational interventions and value-expectancy-cost theory, an exploratory survey was designed to interview a range ofactors involved in the software implementation. We used a combination of an a priori and data-driven coding approaches to analyse the narratives. We then built a model exploring the relationship between expectancy-value-cost beliefs and the factors associated with implementation and sustainability. The model explained an important portion of variance in the self-reported intent to use the software with the most significant contributions from policies, professional development, and students. These findings may be useful in the context of lowand medium-income countries where no research-proven principles exist to building sustainable and scalable educational interventions.  \nKeywords: educational technology; sustainability factors; scaling; Sub-Saharan Africa  \nRésumé  \nCet article explore les facteurs permettant d'augmenter la probabilité que la mise en œuvred'ABRACADABRA, une approche technologique de l'enseignement et de l'apprentissage de  \nCJLT/RCAT Vol. 48 (1)  \nl'alphabétisation, perdure et s'étende au-delà de la recherche initiale. Commencée comme une étude pilote dans 12 classes, la mise en œuvre s'est étendue à plus de 500 classes primaires sur six ans dans cinq régions du Kenya. S'inspirant de la recherche sur l'évolutivité et la durabilité des interventions éducatives et de la théorie valeur-expectative-coût, une enquête exploratoire a été conçue pour interroger une série d'acteurs impliqués dans la mise en œuvre du logiciel. Nous avons utilisé une combinaisond'approches de codage a priori et axées sur les données pour analyser les récits. Nous avons ensuite construit un modèle explorant la relation entre les expectatives-valeur-coût et les facteurs associés à lamise en œuvre et à la durabilité . Le modèle explique une part importante de la variance dans l'intention autodéclarée d'utiliser le logiciel, les contributions les plus significatives provenant des politiques, dudéveloppement professionnel et des étudiants. Ces résultats peuvent être utiles dans le contexte des pays à revenu faible ou moyen où il n'existe pas de principes validés par la recherche pour construire des interventions éducatives durables et évolutives.  \nMots-clés : technologie éducative ; facteurs de durabilité ; évolutivité ; Afrique sub-saharienne  \nIntroduction  \nEducation has been recognized worldwide as a key component of social systems that enables countries’ sustainable development. To date significant progress has been made on bringing education to children. Yet, the global reference targets first set by the Millennium Goals (United Nations, 2000) and by the Sustainable Development Goals (UNESCO, 2015) are not being achieved as fast and effectively as intended. Recent UNESCO reports affirm that the “world is far off track” on attaining international commitments to ensure quality education for all youth (UIS 2019a; UNESCO, 2021a) . By 2019, some 483 million children of primary and lower secondary school age lacked foundational reading skills after years spent in the schooling system (UIS, 2019b). The global pandemic has aggravated this learning crisis wiping out gains that the world made ","cbCaidUL7zQMRGpq","https://ap.wps.com/l/cbCaidUL7zQMRGpq","pdf",325855,29,"English","# Abstract\n# Introduction\n# Related Literature\n## Scaling and Sustainability of Educational Innovations in Developing Nations","[{\"question\":\"What is the focus of the ABRACADABRA study in Kenya?\",\"answer\":\"The study focuses on factors that help a technology-based literacy teaching and learning approach endure and expand beyond the initial research phase.\"},{\"question\":\"How extensively was ABRACADABRA implemented in Kenya?\",\"answer\":\"It started as a pilot in 12 classrooms and grew to more than 500 primary classrooms over six years across five regions of Kenya.\"},{\"question\":\"How did the researchers analyze the implementation and sustainability drivers?\",\"answer\":\"They conducted an exploratory survey with interviews and used both a priori and data-driven coding, then built a model relating expectancy-value-cost beliefs to sustainability factors.\"}]","Sustainability and Scalability of Digital Tools for Learning - ABRACADABRA in Kenya - Volume 48, Issue 1 | PDF",73]