The Teachers Service Commission (TSC) has trained 62,000 teachers in technology integration as Kenya continues implementing the Competency-Based Education (CBE) curriculum, which calls for greater use of digital tools in classroom instruction.
The training is meant to equip teachers to use digital resources in teaching, so that learners develop digital literacy, critical thinking, creativity, research skills and the ability to work in an increasingly connected world.
Under CBE, learners are expected to demonstrate competencies through practical activities, investigations, collaboration, creativity and problem-solving, rather than relying mainly on memorisation and the reproduction of information. Technology provides a platform for these approaches, including interactive smartboards, digital simulations, educational videos and virtual laboratories that help learners understand complex concepts through demonstrations.
In science subjects, for instance, virtual experiments can complement physical laboratory activities, while digital research tools can encourage independent investigation and expose learners to different perspectives.
Technology has changed how people communicate, do business, access information and carry out professional duties, from artificial intelligence and digital banking to online research and remote working. Early exposure to digital tools helps learners become familiar with those they will encounter in higher education, vocational training and employment.
Digital learning also has the potential to reduce disparities in access to educational resources. Learners in remote and underserved communities have long faced challenges in accessing specialised teachers, equipped laboratories, libraries and other facilities. Digital platforms can connect them to educational content, virtual experiments, recorded lessons and specialised instruction beyond the physical limits of their schools, provided there is investment in connectivity, equipment and teacher preparation.
The digital transformation of education also has implications for the teaching profession. Teachers must continually upgrade their competencies as information and educational technologies change rapidly. A digitally competent teacher can identify suitable learning resources, differentiate instruction, monitor learner progress and introduce new approaches to classroom engagement.
Technology is meant to strengthen teachers' professional capacity and allow them to give more attention to individual learner needs, not to replace them. The training of teachers should be a continuous professional development responsibility rather than a one-time exercise.
Technology integration also needs careful planning. Sophisticated equipment introduced into schools without reliable electricity, internet connectivity, maintenance arrangements and technical support is unlikely to be used effectively. Schools in rural and marginalised communities need particular attention, and learners with disabilities should be able to benefit from accessible digital learning materials.
The success of the initiative is likely to be measured by actual classroom use and improved learning outcomes, not by the number of devices distributed or teachers trained.
Reader Discussion (0)
Sign in to comment