Enhancing early grade literacy and numeracy through digital content: success and lessons learned from Nyarugusu Refugee Camp primary schools in Kasulu (Tanzania)

Binde, Andrew L.; Paul, Josephat

dc.creator	Binde, Andrew L.
dc.creator	Paul, Josephat
dc.date	2021-05-07T06:29:49Z
dc.date	2021-05-07T06:29:49Z
dc.date	2019
dc.date.accessioned	2022-10-20T14:13:41Z
dc.date.available	2022-10-20T14:13:41Z
dc.identifier	Binde, A. L., & Paul, J. (2019). Enhancing early grade literacy and numeracy through digital content: success and lessons learned from Nyarugusu refugee camp primary schools in Kasulu (Tanzania). In the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA), (pp 464-481). The University of Dodoma, Tanzania.
dc.identifier	URL: http://repository.udom.ac.tz/handle/20.500.12661/352/submit/0c2b68064d825a131831575e1a0e482a1e3e624b.continue
dc.identifier	http://hdl.handle.net/20.500.12661/2984
dc.identifier.uri	http://hdl.handle.net/20.500.12661/2984
dc.description	Full text article
dc.description	The purpose of this paper is to present research experiences on results follow-up activity on the project titled “Enhancing Early Grade Literacy and Numeracy through Digital Content among Nyarugusu Refugee Camp Primary Schools, Kigoma-Tanzania”. Specifically, this paper presents key findings on the project successes, lessons learned and recommendations. In view of the broad project results follow-up objectives, this paper shares main tasks of researchers which, among others, were to inform the implementation team, share experiences with the Swedish Program for ICT in Developing Regions (SPIDER) research team and document lessons for the purpose of sharing with our main research collaborators. The project success indicated that primary school teachers were able to prepare lessons and upload using the Tujifunze Learning Management System in a computer; assess pupils‟ work by using tablets and use them in teaching and benefit from digital games and videos which were hardly evident at the beginning of the project revealed from the baseline study. Additionally, teachers have developed ICT competency to the level of making pupils‟ registration using computer excel which they initially struggled even to make simple typing tasks. Likewise, the three project schools have benefited from electricity (solar power), power point projectors and screens. Furthermore, the project had motivated teachers beyond their boundaries to inspire others from the remaining schools. On the other hand, researchers observed challenges associated with the project implementation which included large number of pupils required to attend a single class session thereby making it difficult for resources available to suffice the needs. It was therefore concluded that, despite the challenges indicated, ICT practical experience by early grade teachers and pupils outweighed the challenges. Therefore, timely monitoring and working on the revealed challenges were among the suggestions from researchers to make the project more successful.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Early grade literacy
dc.subject	Kigoma-Tanzania
dc.subject	Learning management system
dc.subject	Literacy
dc.subject	Numeracy
dc.subject	Digital content
dc.subject	ICT
dc.subject	Kasulu
dc.subject	Literacy
dc.subject	Nyarugusu refugee camp
dc.title	Enhancing early grade literacy and numeracy through digital content: success and lessons learned from Nyarugusu Refugee Camp primary schools in Kasulu (Tanzania)
dc.title	In the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA)
dc.type	Conference Proceedings