TEACHERS’ PERCEPTIONS OF PLAY WAY STRATEGIES OF LEARNING IN DEVELOPING DIGITAL LITERACY AMONG PUPILS IN PRIMARY SCHOOL

Sarah Jemutai, Musamas Josephine Kemboi, Violet Kafwa Nabwire

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 21st 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.

 

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teachers’ perceptions, digital literacy; Play Way methods; skill acquisition; innovative learning; knowledge creation; facilitators of learning

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DOI: http://dx.doi.org/10.46827/ejes.v10i11.5090

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