| dc.description.abstract |
Early learning and subsequent academic achievement are based on play. Play and early
learning have attained and will continue to achieve global awareness. Playing with
digital devices can help learners develop digital skills. However, little to no research has
been documented on the use of play and the development of digital literacy skills. The
purpose of this paper is to explore teachers’ perceptions of Play Way strategies of learning
in developing digital literacy among pupils in primary school. The study is underpinned
by Constructivism Learning Theory. The study utilized a qualitative research method,
and a case study research design, and adopted an interpretivism research paradigm. The
target population comprised 30 primary schools. 13,500 pupils and 450 teachers. Data
was collected from twelve public primary schools in Chesumei Sub County in Nandi
County, 12 head teachers, 12 grade one teachers, 480 learners, and one education officer
using purposive sampling methods. Purposive in that existing grade one classes were
used, the teachers teaching the grade and schools that received the government-donated
laptops and tablets. The research instruments that were used were teacher reflective
journals and interview schedules. The data was analyzed thematically. The study
findings revealed that: teachers perceived the Play Way method of learning as digital skill
acquisition, a child-centred approach, and a method that changed the role of the teacher.The paper concludes that
Play Way method
of learning can be used to aid in the
development of digital literacy skills in the
competency -
based
curriculum. The paper
recommends that schools entrench a system of supporting the teachers to use digital
devices for learning and acquisition of 21
st
century skills.
Digital
devices
have become a
valuable resource in
the
teaching and learning process.
The findings of this study are
useful in curriculum innovation in Kenya and other parts of the world. |
en_US |