%0 Conference Proceedings
%T Digital Literacy Enhancement Status in Kenya’s Competency-Based Curriculum
%+ Aga Khan Academy
%A Maina, Gioko
%A Rosemary, Waga
%< avec comité de lecture
%( IFIP Advances in Information and Communication Technology
%B 1st International Conference on Sustainable ICT, Education, and Learning (SUZA)
%C Zanzibar, Tanzania
%Y Arthur Tatnall
%Y Nicholas Mavengere
%I Springer International Publishing
%3 Sustainable ICT, Education and Learning
%V AICT-564
%P 206-217
%8 2019-04-25
%D 2019
%R 10.1007/978-3-030-28764-1_23
%K Digital literacy
%K Teacher preparation
%K Competencies
%Z Computer Science [cs]Conference papers
%X Digital literacy (DL) is a one of the competency recommended for educators to be embedded in the Kenyan Competency Based Curriculum (CBC) in preparation for learners for the 21st century skills. The Ministry of Education deployed devices to lower primary at a ratio of 1 to 1. The aim of the research was to determine the level and frequency of embedding the digital literacy abilities after the teachers and school leaders in a 3-day preparation and 8 weeks of implementation with virtual support through Communities of learning.The methodology was a self-administered survey which evaluated the seven abilities based on the level and frequency of implementation. The dot product of level and frequency were determined as a percentage. The analysis explored the average percentages and the relationship between level and frequency of implementation.The findings revealed that there was a correlation between the level and the frequency of implementation. All abilities where at developing stage on average. The mode and mean on levels and frequency were on average similar apart from few cases where it was above. All the abilities had a bell curve on implementation with access, integrate and evaluate skewed to the right.It can be concluded that despite the deployment of devices there is still very low implementation of DL and there is a significant relationship between the level and frequency of implementation. There is need to interrogate possible factors to low implementation beyond devices and educator preparation with virtual support.
%G English
%Z TC 3
%Z WG 3.4
%2 https://inria.hal.science/hal-02515752/document
%2 https://inria.hal.science/hal-02515752/file/488391_1_En_23_Chapter.pdf
%L hal-02515752
%U https://inria.hal.science/hal-02515752
%~ IFIP-LNCS
%~ IFIP
%~ IFIP-AICT
%~ IFIP-TC
%~ IFIP-WG
%~ IFIP-WG3-4
%~ IFIP-TC3
%~ IFIP-AICT-564
%~ IFIP-SUZA