Towards Implementing Advanced Media Resources in Early Childhood and Primary Education Schools in Kenya: A Focus on Influence of Teacher Knowledge in Ainabkoi Sub-County
Main Article Content
Keywords
Advanced media resources, public primary schools, teacher knowledge, Ainabkoi Sub-County
Abstract
Educational media has gained popularity in the instructional process due to academic concepts' abstract nature. Although much has been done to improve Early Childhood and Primary Education Programme in Kenya, the implementation of effective Early Childhood and Primary Education still faces the challenge of integrating advanced media instruction. Therefore, this study sought to establish the determinants of the effective implementation of advanced media resources in public primary schools in Kenya. Focusing on Ainabkoi Sub-County, Uasin Gishu County, Kenya. The specific objectives were; to determine the influence of teacher knowledge and skills on effective implementation of advanced media resources in Public Primary schools as well as to explore the effect of class size on effective implementation of advanced media. The study employed the pragmatist research philosophy that set the framework for a mixed methods research design. This research targeted Early Childhood and Primary Education, PP1, PP2, Grade 1-3 teachers and head teachers from schools in Ainabkoi Subcounty. The sample size was 267 teachers, and 18 head teachers. Respondents were sampled through stratified and simple random sampling techniques. A semi-structured questionnaire that allowed for quantitative and qualitative nuances was used to collect data. Data analysis was facilitated by the Statistical Package for Social Sciences (SPSS Ver. 24) and involved descriptive and inferential statistics. Quantitative data was analysed using thematic analysis. This paper establishes that teacher knowledge of advanced media resources significantly impacts the implementation of media resources in instruction. Teachers' perceptions of their proficiency and competence in handling media-enhanced lessons highlight their willingness to adopt these innovative technologies. The authors emphasise the need of recognising teachers' understanding of their skills and preparedness to handle classes that use media, and advocate for the implementation of focused professional development programmes. These programmes should prioritise improving teachers' skills and self-assurance in using digital and edutainment media, while bridging the gap between familiarity and novelty.
References
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Borzekowski, D. L. (2018). A quasi-experiment examining the impact of educational cartoons on Tanzanian children. Journal of applied developmental psychology, 54, 53-59.
Borzekowski, D. L., Lando, A. L., Olsen, S. H., & Giffen, L. (2019). The impact of an educational media intervention to support children’s early learning in Rwanda. International Journal of Early Childhood, 51(1), 109-126.
Bowell, P., & Heap, B. S. (2013). Planning process drama: Enriching teaching and learning. Routledge.
Bowyer-Crane, C., Fricke, S., Schaefer, B., Lervåg, A., &Hulme, C. (2017). Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing, 30(4), 771-790.
Brown, V. (2017). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164-171.
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143-161.
Christou, T. M. (2012). Progressive education: Revisioning and reframing Ontario's public schools, 1919-1942. University of Toronto Press.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & sons.
Danniels, E., & Pyle, A. (2018). Defining play-based learning. Encyclopedia on early childhood development, 1-5.
Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-377.
Gilakjani, A. P., Sabouri, N. B., & Zabihniaemran, A. (2015). What are the barriers in the use of computer technology in EFL instruction. Rev. Eur. Stud., 7, 213.
Graus, G., Kosaretsky, S., Kudryavtseva, A., Polivanova, K., Sivak, E., & Ivanov, I. (2021). Edutainment Centers as an Educational Phenomenon: The Case of KidZania. Вопросы образования, (2 (eng)), 139-152.
Guedes, S. D. C., Morais, R. L. D. S., Santos, L. R., Leite, H. R., Nobre, J. N. P., & Santos, J. N. (2020). Children’s use of interactive media in early childhood-an epidemiological study. RevistaPaulista de Pediatria, 38.
Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology–Evidence
Hayes, W. (2006). The Progressive Education Movement: Is it Still a Factor in Today's Schools?.Rowman & Littlefield Education. 15200 NBN Way, PO Box 191, Blue Ridge Summit, PA 17214-0191.
Hedges, H., & Cooper, M. (2018). Relational play-based pedagogy: Theorising a core practice in early childhood development education. Teachers and Teaching, 24(4), 369-383.
Horm, D. M., Hyson, M., & Winton, P. J. (2013). Research on early childhood teacher education: Evidence from three domains and recommendations for moving forward. Journal of Early Childhood Teacher Education, 34(1), 95-112.
Hu, X. (2015, June). Using interactive media in early childhood development education . Poster presented at the
UNESCO-FEHD (HKIEd) Expert Meeting for Building the Capacity of Higher Education Institutions in Asia-Pacific for Blended Learning to Enhance Student Engagement and Outcomes, The Hong Kong Institute of Education, Hong Kong, China.
Ireri, B. R., King'endo, M., Wangila, E., & Thuranira, S. (2020). Policy Strategies for Effective Implementation of Inclusive Education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28-42.
Ivanovic M. (2014). Development of media literacy—an important aspect of modern education Procedia: Social and Behavioral Sciences149 pp 438—42
Kaarakainen, M. T., & Saikkonen, L. (2021). Multilevel analysis of the educational use of technology: Quantity and versatility of digital technology usage in Finnish basic education schools. Journal of Computer Assisted Learning, 37(4), 953-965.
Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views. Technology, Knowledge and Learning, 1-20.
Kaindio, M. P., & Wagithunu, M. N. (2014). Integrating information communication technology skills in preschool education in Kenya. Mediterranean Journal of Social Sciences, 5(5), 89-89.
Kim, J. Y., Gu, S. Y., & Jeon, J. H. (2010). Effects of teaching and learning using edutainment on children’s learning English. 11(1), 18-35.
Kurga, S. J. (2014). The influence of teachers' age, gender and level of training on attitudes towards the use of integrated e-learning approach to the teaching and learning of Business Studies in Kenyan secondary schools.
Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 190-198.
Kwok, K., Ghrear, S., Li, V., Haddock, T., Coleman, P., & Birch, S. A. (2016). Children can learn new facts equally well from interactive media versus face to face instruction. Frontiers in psychology, 7, 1603.
Loizou, E. (2017). Towards play pedagogy: Supporting teacher play practices with a teacher guide about socio-dramatic and imaginative play. European Early childhood development education Research Journal, 25(5), 784-795.
Morara, G. N., Makworo, E. O., & Abuya, T. K. (2020). Ranking challenges facing digital literacy programme in primary schools in Kisii County, Kenya. International Journal of Research in Business and Social Science (2147-4478), 9(5), 302-306.
Murithi, J., & Yoo, J. E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education, 3(1), 1-11.
Mutisya, S. M. (2020). Integration of information communication technology in teaching: The underpinning factors among Kenya’s primary school teachers. Journal of Learning for Development, 7(2), 174-189.
Mwangi, J. T. (2022). Classroom use of digital resources in teaching and learning of English language in secondary schools in Nyeri county, Kenya (doctoral dissertation, school of education, Kenyatta university).
Ogott, G. O., & Odera, F. Y. (2014). Use of technological resources in the acquisition of language skills in early childhood development and education programmes in Gem Sub-County, Kenya. International Journal of Academic
Research in Progressive Education and Development, 3(4), 1-13.
Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289.
Rada, R. (2012). Interactive media. Springer Science & Business Media.
Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: the good, the bad, and the unknown. Pediatrics, 135(1), 1-3.
Ramadhan, S., Sukma, E., & Indriyani, V. (2019, December). Teacher competence in utilizing digital media literacy in education. In Journal of Physics: Conference Series (Vol. 1339, No. 1, p. 012111). IOP Publishing.
Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by axMOOC training course. Computers in Human Behavior, 77, 356-364.
Rapeepisarn, K., Wong, K. W., Fung, C. C., & Depickere, A. (2006). Similarities and differences between" learn through play" and" edutainment".
Reid, P. (2014). Categories for barriers to adoption of instructional technologies. Education and Information Technologies, 19(2), 383-407.
Republic of Kenya. (2018). The Early Childhood Education Bill. Nairobi : Kenya Government Printer.
Republic of Kenya (2017). Basic Education Curriculum Framework. Kenya Institute of Curriculum Development (KICD).
Ricker, A. A. (2016). Influence of interactive media on episodic memory development during middle childhood. University of California, Riverside.
Sari, S. A. (2018). The Impacts of Chemopoly-Edutainment to Learning Activities and Responses. Journal of Education and Learning (Edu Learn), 12(2), 311-318.
Setyaningrum, W., &Waryanto, N. H. (2018, March). Developing mathematics edutainment media for Android based on students’ understanding and interest: A teachers’ review. In Journal of Physics: Conference Series (Vol. 983, No. 1, p. 012093). IOP Publishing.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
Shadiev, R., Hwang, W. Y., Ghinea, G., & Chang, M. (2018). Guest editorial: Authentic edutainment with advanced technologies. Journal of Educational Technology & Society, 21(4), 111-114.
Song, Y., Wong, L. H., & Looi, C. K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701.
Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544.
Tamrin, M., Azkiya, H., & Sari, S. G. (2017). Problems faced by the teacher in maximizing the use of learning media in Padang. Al-Ta Lim Journal, 24(1), 60-66.
Waigera, J. K., Mweru, M., & Ngige, L. (2020). Relationship between Teachers’ Attitudes and the Utilization of Instructional Materials in Pre-Primary Schools in Kenya. East African Journal of Education Studies, 2(1), 92-104.
Wangila, V. M. (2017). The Challenges Facing the Implementation of Early Childhood development education Policy in Bungoma County, Kenya. Journal of Education and Practice, 8(15), 217-223.
Wey, T. M., Wei Weng, M., & Lee, L. (2020, August). Satisfaction evaluation of child care center with interactive media. In 2020 The 4th International Conference on E-Society, E-Education and E-Technology (pp. 52-56).
Zin, H. M., & Zain, N. Z. M. (2010). The effects of edutainment towards students’ achievements. In Regional Conference on Knowledge Integration in ICT (Vol. 129, p. 2865).
Alexandrie, G. (2017). Surveillance cameras and crime: A review of randomized and natural experiments. Journal of Scandinavian Studies in Criminology and Crime Prevention, 18(2), 210-222.
Alper, M. (2013). Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood development education. Journal of Early Childhood Literacy, 13(2), 175-196.
Balanskat, A., Blamire, R., & Kefala, S. (2006). A review of studies of ICT impact on schools in Europe. European school net.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245.
Borzekowski, D. L. (2018). A quasi-experiment examining the impact of educational cartoons on Tanzanian children. Journal of applied developmental psychology, 54, 53-59.
Borzekowski, D. L., Lando, A. L., Olsen, S. H., & Giffen, L. (2019). The impact of an educational media intervention to support children’s early learning in Rwanda. International Journal of Early Childhood, 51(1), 109-126.
Bowell, P., & Heap, B. S. (2013). Planning process drama: Enriching teaching and learning. Routledge.
Bowyer-Crane, C., Fricke, S., Schaefer, B., Lervåg, A., &Hulme, C. (2017). Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing, 30(4), 771-790.
Brown, V. (2017). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164-171.
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143-161.
Christou, T. M. (2012). Progressive education: Revisioning and reframing Ontario's public schools, 1919-1942. University of Toronto Press.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & sons.
Danniels, E., & Pyle, A. (2018). Defining play-based learning. Encyclopedia on early childhood development, 1-5.
Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-377.
Gilakjani, A. P., Sabouri, N. B., & Zabihniaemran, A. (2015). What are the barriers in the use of computer technology in EFL instruction. Rev. Eur. Stud., 7, 213.
Graus, G., Kosaretsky, S., Kudryavtseva, A., Polivanova, K., Sivak, E., & Ivanov, I. (2021). Edutainment Centers as an Educational Phenomenon: The Case of KidZania. Вопросы образования, (2 (eng)), 139-152.
Guedes, S. D. C., Morais, R. L. D. S., Santos, L. R., Leite, H. R., Nobre, J. N. P., & Santos, J. N. (2020). Children’s use of interactive media in early childhood-an epidemiological study. RevistaPaulista de Pediatria, 38.
Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology–Evidence
Hayes, W. (2006). The Progressive Education Movement: Is it Still a Factor in Today's Schools?.Rowman & Littlefield Education. 15200 NBN Way, PO Box 191, Blue Ridge Summit, PA 17214-0191.
Hedges, H., & Cooper, M. (2018). Relational play-based pedagogy: Theorising a core practice in early childhood development education. Teachers and Teaching, 24(4), 369-383.
Horm, D. M., Hyson, M., & Winton, P. J. (2013). Research on early childhood teacher education: Evidence from three domains and recommendations for moving forward. Journal of Early Childhood Teacher Education, 34(1), 95-112.
Hu, X. (2015, June). Using interactive media in early childhood development education . Poster presented at the
UNESCO-FEHD (HKIEd) Expert Meeting for Building the Capacity of Higher Education Institutions in Asia-Pacific for Blended Learning to Enhance Student Engagement and Outcomes, The Hong Kong Institute of Education, Hong Kong, China.
Ireri, B. R., King'endo, M., Wangila, E., & Thuranira, S. (2020). Policy Strategies for Effective Implementation of Inclusive Education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28-42.
Ivanovic M. (2014). Development of media literacy—an important aspect of modern education Procedia: Social and Behavioral Sciences149 pp 438—42
Kaarakainen, M. T., & Saikkonen, L. (2021). Multilevel analysis of the educational use of technology: Quantity and versatility of digital technology usage in Finnish basic education schools. Journal of Computer Assisted Learning, 37(4), 953-965.
Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views. Technology, Knowledge and Learning, 1-20.
Kaindio, M. P., & Wagithunu, M. N. (2014). Integrating information communication technology skills in preschool education in Kenya. Mediterranean Journal of Social Sciences, 5(5), 89-89.
Kim, J. Y., Gu, S. Y., & Jeon, J. H. (2010). Effects of teaching and learning using edutainment on children’s learning English. 11(1), 18-35.
Kurga, S. J. (2014). The influence of teachers' age, gender and level of training on attitudes towards the use of integrated e-learning approach to the teaching and learning of Business Studies in Kenyan secondary schools.
Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 190-198.
Kwok, K., Ghrear, S., Li, V., Haddock, T., Coleman, P., & Birch, S. A. (2016). Children can learn new facts equally well from interactive media versus face to face instruction. Frontiers in psychology, 7, 1603.
Loizou, E. (2017). Towards play pedagogy: Supporting teacher play practices with a teacher guide about socio-dramatic and imaginative play. European Early childhood development education Research Journal, 25(5), 784-795.
Morara, G. N., Makworo, E. O., & Abuya, T. K. (2020). Ranking challenges facing digital literacy programme in primary schools in Kisii County, Kenya. International Journal of Research in Business and Social Science (2147-4478), 9(5), 302-306.
Murithi, J., & Yoo, J. E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education, 3(1), 1-11.
Mutisya, S. M. (2020). Integration of information communication technology in teaching: The underpinning factors among Kenya’s primary school teachers. Journal of Learning for Development, 7(2), 174-189.
Mwangi, J. T. (2022). Classroom use of digital resources in teaching and learning of English language in secondary schools in Nyeri county, Kenya (doctoral dissertation, school of education, Kenyatta university).
Ogott, G. O., & Odera, F. Y. (2014). Use of technological resources in the acquisition of language skills in early childhood development and education programmes in Gem Sub-County, Kenya. International Journal of Academic
Research in Progressive Education and Development, 3(4), 1-13.
Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289.
Rada, R. (2012). Interactive media. Springer Science & Business Media.
Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: the good, the bad, and the unknown. Pediatrics, 135(1), 1-3.
Ramadhan, S., Sukma, E., & Indriyani, V. (2019, December). Teacher competence in utilizing digital media literacy in education. In Journal of Physics: Conference Series (Vol. 1339, No. 1, p. 012111). IOP Publishing.
Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by axMOOC training course. Computers in Human Behavior, 77, 356-364.
Rapeepisarn, K., Wong, K. W., Fung, C. C., & Depickere, A. (2006). Similarities and differences between" learn through play" and" edutainment".
Reid, P. (2014). Categories for barriers to adoption of instructional technologies. Education and Information Technologies, 19(2), 383-407.
Republic of Kenya. (2018). The Early Childhood Education Bill. Nairobi : Kenya Government Printer.
Republic of Kenya (2017). Basic Education Curriculum Framework. Kenya Institute of Curriculum Development (KICD).
Ricker, A. A. (2016). Influence of interactive media on episodic memory development during middle childhood. University of California, Riverside.
Sari, S. A. (2018). The Impacts of Chemopoly-Edutainment to Learning Activities and Responses. Journal of Education and Learning (Edu Learn), 12(2), 311-318.
Setyaningrum, W., &Waryanto, N. H. (2018, March). Developing mathematics edutainment media for Android based on students’ understanding and interest: A teachers’ review. In Journal of Physics: Conference Series (Vol. 983, No. 1, p. 012093). IOP Publishing.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
Shadiev, R., Hwang, W. Y., Ghinea, G., & Chang, M. (2018). Guest editorial: Authentic edutainment with advanced technologies. Journal of Educational Technology & Society, 21(4), 111-114.
Song, Y., Wong, L. H., & Looi, C. K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701.
Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544.
Tamrin, M., Azkiya, H., & Sari, S. G. (2017). Problems faced by the teacher in maximizing the use of learning media in Padang. Al-Ta Lim Journal, 24(1), 60-66.
Waigera, J. K., Mweru, M., & Ngige, L. (2020). Relationship between Teachers’ Attitudes and the Utilization of Instructional Materials in Pre-Primary Schools in Kenya. East African Journal of Education Studies, 2(1), 92-104.
Wangila, V. M. (2017). The Challenges Facing the Implementation of Early Childhood development education Policy in Bungoma County, Kenya. Journal of Education and Practice, 8(15), 217-223.
Wey, T. M., Wei Weng, M., & Lee, L. (2020, August). Satisfaction evaluation of child care center with interactive media. In 2020 The 4th International Conference on E-Society, E-Education and E-Technology (pp. 52-56).
Zin, H. M., & Zain, N. Z. M. (2010). The effects of edutainment towards students’ achievements. In Regional Conference on Knowledge Integration in ICT (Vol. 129, p. 2865).
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Apr 18, 2024
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Onyancha , S. M., Kafu , P. A., & Cheruiyot , B. J. (2024). Towards Implementing Advanced Media Resources in Early Childhood and Primary Education Schools in Kenya: A Focus on Influence of Teacher Knowledge in Ainabkoi Sub-County. Journal of Research in Education and Technology, 2(1), Pg 30–46. https://doi.org/10.69897/joret.v2i1.89
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