Play way method of learning in developing Digital Literacy among pupils in primary schools in Nandi County, Kenya

Abstract

Digital literacy is the ability to have knowledge and skills which are necessary to effectively use a wide range of digital content and devices for learning. Learning in early years emphasizes play as an effective teaching method. Play using digital devises can help learners develop digital skills. The purpose of this study was to investigate play method of learning in developing digital literacy among pupils in primary schools in Nandi County, Kenya. The objectives of the study were: To explore teachers’ perceptions of play way strategies of learning in developing digital literacy among pupils in primary school, examine primary school pupils’ digital literacy competencies demonstrated through play way method of learning, assess the challenges primary school pupils and teachers face in developing digital literacy through play method and design a model on the association between play way strategies of learning and development of digital literacy competencies among pupils in primary schools. The study was underpinned by Constructivism Learning Theory, utilized qualitative research method, case study research design and adopted interpretivism research paradigm. The target population comprised 30 primary schools with a total of 13,500 pupils and 450 teachers. The selected sample size constituted twelve public primary schools in Chesumei Sub County in Nandi County, 12 head teachers, 12 grade one teacher, 480 learners and one education officer obtained through purposive sampling technique. The research instruments used for data collection included teacher reflective journals, interview and observation schedules. The data was analyzed thematically. The study findings established teachers perceived play way method of learning as being effective for digital skill acquisition with the advantage of being a child centered approach and a method that favorably changed the role of the teacher to that of a facilitator. Competencies developed in pupils included the manipulation of the tablet menu, access to digital content and reading on screens, booting up, use of icons and search engine. Challenges experienced included digital devises hanging; inadequate time to learn digital literacy, lack of confidence and a few tablets allocated to schools. The findings the study designed a digital play model that can be used to teach digital literacy effectively as an innovative method of teaching. The study concludes that play way method of learning is an enabler to the development of digital literacy skills because of its child centred nature and hands on approach that enhances the development of digital literacy competencies. The main challenge was not only the inadequate supply of digital devices, but also the seeming absence of an overall integration of digital content for learning. From the study results, the recommendations made included that teachers adopt the learners’ digital play model designed in this study to enhance the acquisition of digital literacy competencies. The Ministry of Education apart from consistently supplying digital devices to schools needs to increase digital content that may compel teachers to enhance use of computers for learner digital literacy. The findings are beneficial to: Primary school teachers, pupils, school Managers, Kenya Institute of Curriculum Development (KICD), Teachers Service Commission (TSC), Educational Directorates in Kenya, Teacher Training Institutions/Universities and Policy Makers.