TY - JOUR TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Strigel, Carmen T2 - International Journal of Educational Development AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector. DA - 2016/// PY - 2016 DO - 10.1016/j.ijedudev.2016.03.006 DP - ScienceDirect VL - 49 SP - 204 EP - 214 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does technology improve reading outcomes? UR - http://www.sciencedirect.com/science/article/pii/S0738059316300293 Y2 - 2019/11/21/13:48:22 KW - Education policy KW - International education KW - Kenya KW - Literacy KW - Reading KW - Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457283 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - GEN TI - The Primary Math and Reading Initiative (PRIMR) AU - Piper, Benjamin AU - Kwayumba, Dunston DA - 2014/// PY - 2014 UR - https://pdf.usaid.gov/pdf_docs/pa00k285.pdf ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kwayumba, Dunston AU - Kibukho, Kennedy T2 - FIRE: Forum for International Research in Education AB - Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. DA - 2015/// PY - 2015 DO - 10.18275/fire201502011025 DP - ERIC VL - 2 IS - 1/2 SP - 3 EP - 18 J2 - FIRE LA - en SN - 2326-3873 ST - Kenya’s ICT policy in practice UR - https://preserve.lehigh.edu/fire/vol2/iss1/2/ KW - African Languages KW - Control Groups KW - Cost Effectiveness KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Educational Practices KW - Elementary Secondary Education KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Handheld Devices KW - Intervention KW - Kenya KW - Literacy KW - Outcomes of Education KW - Program Effectiveness KW - Randomized Controlled Trials KW - Reading Achievement KW - Student Improvement KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096974 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Kibukho, K. AU - Kwayumba, Dunston AU - Jepkemei, Evelyn AU - Piper, Benjamin AB - Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. DA - 2014/12/31/ PY - 2014 DP - www.rti.org LA - en ST - Kenya’s ICT policy in practice UR - https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student Y2 - 2020/08/31/14:13:04 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Oyanga, Arbogast T2 - International Journal of Educational Development DA - 2018/03// PY - 2018 DO - 10.1016/j.ijedudev.2017.10.002 DP - DOI.org (Crossref) VL - 59 SP - 110 EP - 127 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Examining the secondary effects of mother-tongue literacy instruction in Kenya UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059317302225 Y2 - 2022/06/11/08:10:32 ER -