Internal Publication
A ‘play way’ method for developing digital literacy among pupils in primary schools in Nandi sub-county, Kenya
Introduction, part of: This study aims to explore the utilization of play-based approaches using tablets provided by the Government of Kenya, as a teaching strategy to enhance digital literacy. The government’s expectation is to integrate digital literacy into teaching and learning starting from Grade 1 (Republic of Kenya, 2017, as cited in Kerkhoff & Makubuya, 2021).
In this context, the study employs play as a means to develop digital literacy in order to meet the expectations of a competency-based curriculum. Play is recognised as an engaging way for learners to acquire and display their potential and cognitive development (Piaget, 1962; Vygotsky, 1978). Play is a universal phenomenon, deeply rooted in children’s development (Csikszentmihalyi, 1990; Smith & Pellegrini, 2013). The United Nations Convention on the Rights of the Child (1989) acknowledges play as a fundamental right of children. The International Play Association (2016) recognises play as a recreational activity inherent in children’s lives. Play is a serious, thought-provoking process that encompasses aspects of knowledge, growth, and advancement (Gauntlett et al., 2010).
Author: Jemutai, Sarah | ORCID: https://orcid.org/0000-0003-3965-2009
Institution: None | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Type: Chapter in book | English | Peer Reviewed
Subjects: Education
Published in: Education research in African context: traditions and new beginnings for knowledge and impact. ISBN: 978-1-0672535-0-9 (paper), EISBN: 978-1-0672535-1-6 (eBook), EISBN: 978-1-0672535-2-3 (ePub) | Chapter 13
Publisher of document: Somerset West, Cape Town: African Minds
Date: 2024 | Pages: 202 - 217
https://www.africanminds.co.za/education-research/
Copyright: © 2024 African Minds | License: Open Access: CC BY 4.0
