This archive report was first published on 4 January 2020.
On January 4, 2020, Kenya's Education Ministry proposed a plan to incorporate information and communication technology into the curriculum to enhance student learning.
The technology, which includes computers, laptops, tablets, and cameras, can stimulate creativity, help students understand complex topics, and provide tools for independent learning.
However, a study conducted by VVOB, a Flemish and Belgian non-profit organization, in collaboration with the Education Ministry's integration team found that simply placing technology in schools is not enough.
The study, which took place in four government-funded secondary schools in 2011, aimed to help teachers learn how to integrate technology into their lessons.
Despite the challenges faced by teachers, including a lack of electricity, infrastructure, and connectivity, the study found positive outcomes, such as collaboration among teachers and the promotion of professionalism.
However, the study also highlighted the importance of professional development as a permanent process aimed at extending and updating the professional knowledge of teachers in the context of their work.
Ultimately, the study concluded that the gains of the program could only be sustained if schools and teachers felt a sense of ownership and were part of a process of evaluation.
