[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598364-105":59,"doc-detail-598364-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-technology-for-learning-generalizable-lessons-from-educational-technology-integration-in-kenya","Using Technology for Learning - Generalizable Lessons from Educational Technology Integration in Kenya","","This paper reports initial findings from a multi-year partnership project focused on integrating technology into Kenya’s education system. Qualitative evidence is used to show how results and lessons learned can be generalized by other research teams and projects using different technology platforms. Grounded in critical theory of educational technology, the study combines critical discourse analysis and critical ethnography to examine technology integration in Kenyan public schools using Learning Toolkit+ developed at Concordia University in Montreal.",{"@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/using-technology-for-learning-generalizable-lessons-from-educational-technology-integration-in-kenya/598364/",{"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/using-technology-for-learning-generalizable-lessons-from-educational-technology-integration-in-kenya/598364.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the paper?","Question",{"text":112,"@type":113},"The paper focuses on educational technology integration in Kenyan public schools and on how lessons from the Learning Toolkit+ project can be generalized for other platforms and research efforts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and framework does the paper use?",{"text":117,"@type":113},"It draws on the critical theory of educational technology and uses methodological strategies that combine critical discourse analysis and critical ethnography.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the two overarching research objectives?",{"text":121,"@type":113},"First, to analyze Kenya’s curriculum reform processes through relationality among historical, political, philosophical, societal, and post-colonial dynamics. Second, to assess the sustainability and scalability of the Learning Toolkit+ project for early literacy and numeracy.","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},598364,1792230291,{"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":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 48 (2) | Summer/été 2022 |\n| --- | --- |\n\nUsing Technology for Learning: Generalizable Lessons from Educational Technology Integration in Kenya  \nUtiliser la technologie pour l'apprentissage : Leçons généralisables de l'intégration des technologies éducatives au Kenya  \nAdeela Arshad-Ayaz, Concordia University, Montreal, Canada  \nM. Ayaz Naseem, Concordia University, Montreal, Canada Justus O. Inyega, University of Nairobi, Kenya  \nAbstract  \nThis paper presents some initial findings from a multi-year partnership project on the integration of technology into the Kenyan education system. Specifically, qualitative evidence is presented on how results and lessons learned from the partnership project can be generalized and used by other research teams and projects using other technology platforms. Grounded in the critical theory of educational technology and using methodological strategies on the intersections of critical discourse analysis and critical ethnography, this paper examines technology integration in Kenyan public schools using the Learning Toolkit+ developed at the Centre for the Study of Learning and Performance at Concordia University in Montreal, Canada.  \nKeywords: LTK+; Kenyan education; Technology platforms  \nRésumé  \nCet article présente certains résultats initiaux d'un projet de partenariat pluriannuel sur l'intégration de la technologie dans le système éducatif kenyan. Plus précisément, des preuves  \nqualitatives sont présentées sur la façon dont les résultats et les leçons tirées du projet de partenariatpeuvent être généralisés et utilisés par d'autres équipes de recherche et projets utilisant d'autres plateformes technologiques. Fondé sur la théorie critique de la technologie éducative et utilisant des stratégies méthodologiques à l'intersection de l'analyse critique du discours et de l'ethnographie critique, cet article examine l'intégration de la technologie dans les écoles publiques kenyanes à l'aidede la Trousse d'apprentissage+ développé au Centre d'études sur l'apprentissage et la performance del'Université Concordia à Montréal, Canada.  \nCJLT/RCAT Vol. 48 (2)  \nMots-clés : LTK+ ; éducation kenyane ; plateformes technologiques  \nIntroduction  \nThis paper is organized into four main sections starting with a brief overview of the Kenyan education system and the various vicissitudes in its evolution by tracing changes/reforms in curriculum development. In this respect, this paper focuses on how the Kenyan education system has evolved from its colonial groundings to realigning its education and curricula to the National Constitution (2010) to amore Westernized Competency-Based Curriculum under Vision 2030 and Kenya National Curriculum Policy (2015). Proceeding to examine the introduction/integration of technology in Kenyan education, this paper specifically takes examples and evidence from The Learning Toolkit+ (LTK+) project, to assess the pedagogical and societal successes and challenges during its technology integration. Finally, some generalizable lessons from qualitative research in Kenya in the Fall of 2018 are presented.  \nObjectives  \nThere are two overarching research objectives:  \n1. To analyze the curriculum reform processes in Kenya through a reading of relationality between the historical, political, philosophical, societal, and post-colonial dynamics in Kenya since its independence ; and  \n2. To examine the sustainability and scalability of a major technology integration project for early literacy and numeracy, The Learning Toolkit+ project.  \nOverview of Reforms in the Kenyan Educational System  \nThis section presents an overview of the Kenyan education system to contextualize the debatesand dynamics surrounding the integration of technology into the nation's educational system. Currently, Kenyan educational policymakers are in the process of revising the 8-4-4 curriculum with an aim to replace it with a competency-based curriculum. The erstwhile educational model is archaic, teache","cbCaiggkDboGK554","https://ap.wps.com/l/cbCaiggkDboGK554","pdf",134217,"English","# Introduction\n## Objectives\n## Overview of Reforms in the Kenyan Educational System","[{\"question\":\"What is the focus of the paper?\",\"answer\":\"The paper focuses on educational technology integration in Kenyan public schools and on how lessons from the Learning Toolkit+ project can be generalized for other platforms and research efforts.\"},{\"question\":\"What research approach and framework does the paper use?\",\"answer\":\"It draws on the critical theory of educational technology and uses methodological strategies that combine critical discourse analysis and critical ethnography.\"},{\"question\":\"What are the two overarching research objectives?\",\"answer\":\"First, to analyze Kenya’s curriculum reform processes through relationality among historical, political, philosophical, societal, and post-colonial dynamics. Second, to assess the sustainability and scalability of the Learning Toolkit+ project for early literacy and numeracy.\"}]","Using Technology for Learning - Generalizable Lessons from Educational Technology Integration in Kenya | PDF",1792086795,48]