The techniques and methods of teaching in Kenya have changed rapidly from traditional methods to contemporary, 21st century, technology-based approaches (Ashrafi et al., 2020). This development led to the introduction of several frameworks to support the application of numerous innovations in learning. However, the uptake of technology-supported…

The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the COVID-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many COVID-19…

This paper presents some initial findings from a multi-year partnership project on the integration of technology into the Kenyan education system. Specifically, qualitative evidence is presented on how results and lessons learned from the partnership project can be generalized and used by other research teams and projects using other technology…

This paper investigates the use of commonly employed technologies in education across East African countries, specifically focusing on Tanzania, Kenya, Uganda, Rwanda, and Sudan. It draws on Google Scholar to identify key technologies used in teaching and learning, emphasizing their benefits, such as increased student engagement, commitment,…

Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers…

Although its impacts on higher education functions are yet to be studied across regional, national, and institutional contexts, it is generally observed that COVID-19 disrupts teaching and learning, research and travels, and university community service worldwide. To improve our understanding of the strategies higher education institutions (HEI)…

This is a composite article which brings together the international perspectives of the editorial board of the Journal of Adventure Education and Outdoor Learning to explore the impacts of artificial intelligence (AI) on the field of adventure education and outdoor learning (AE/OL). Building on the AE/OL profession's response to the impacts of…

This systematic review of the literature focuses on the empirical research conducted between 1998 and 2018 at the intersection of leaders, teachers, and technology in K-12 schools. The question guiding this review was "what does the technology integration literature identify as key leadership practices that support teachers' technology…

The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs' deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable…

Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in…

In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle-income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner-centered…

This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or…

This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their…

The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum…

Teaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the…