INTEGRATING DIGITAL LITERACY IN COMPETENCY-BASED CURRICULUM AMONG JUNIOR SECONDARY SCHOOLS IN KENYA
Abstract
This study explores how Junior secondary schools in Kenya are incorporating digital literacy into their Competency-based Curriculum (CBC). The necessity of digital literacy for 21st-century educational success is becoming more widely acknowledged. However, obstacles such as a lack of ICT equipment, negative teaching attitudes, and technophobia make it difficult to execute. The COVID-19 epidemic brought to light how urgently supportive policies are needed to fully utilize digital technologies in education. To prepare students for real-world circumstances, the competency-based curriculum places a strong emphasis on the development of knowledge, skills, and attitudes, including digital literacy. Although digital technologies have demonstrated the potential to improve learning outcomes, it is necessary to assess their effects on students' and parents' socioeconomic backgrounds, teachers' competencies, and learners' development of digital literacy skills. Therefore, the purpose of this study is to advance knowledge about the best ways to incorporate digital literacy into the competency-based curriculum to support inclusive, high-quality education in Junior secondary schools in Kenya.
Key Words: Digital Literacy, Competency-Based Curriculum, 21st Century Skills, ICT, Junior Secondary Schools.
References
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Bhatt, I. (2012). Digital literacy practices and their layered multiplicity. Educational Media International, 49(4), 289-301.
Chalkley, T. W., & Nicholas, D. (1997, April). Teachers' use of information technology: observations of primary school classroom practice. In Aslib Proceedings (Vol. 49, No. 4, pp. 97-107). MCB UP Ltd.
Daniel O. (2020). Handbook of Research on Literacy and Digital Technology Integration in Teacher Education; DOI: 10.4018/978-1-7998-1461-0.ch008.
DiGregorio, N., & Liston, D. D. (2018). Experiencing technical difficulties: teacher self-efficacy and instructional technology. Self-efficacy in instructional technology contexts, 103-117.
Djoub, Z. (2018). Exploring teachers’ identity: Reflections and implications. Arab World English Journal (AWEJ) Volume, 9.
Djoub, Z. (2019). Teachers' Attitudes Towards Technology Integration: Implications for Pre-Service Teachers. In TPACK: Breakthroughs in Research and Practice (pp. 32-67). IGI Global.
Dornisch, M. (2013). The digital divide in classrooms: Teacher technology comfort and evaluations. Computers in the Schools, 30(3), 210-228.
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.
Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1–9. Journal of Computer Assisted Learning, 26(3), 175-189.
Ikaningrum, R. E., & Sarwanti, S. (2021). Students’digital Literacy in Online Reading Class: A Critical Reflection on English Language Learners. Leksema: Journal Bahasa Dan Sastra, 6(1), 1-12.
KICD (2017). Basic education curriculum framework. Government printer: https://kicd.ac.ke/wp-content/uploads/2017/10/CURRICULUMFRAMEWORK.pdf
Koskei, B. K., & Chepchumba, E. (2020). Teachers’ Competency as a Cornerstone on the Implementation of Competency-Based Curriculum in Kenya. A Case of Lower Primary Schools in Nakuru County. International Journal of Education and Research, 8(2), 1-10.
Križanić, S., Hrustek, L., & Tomičić-Pupek, K. (2019). Raising the readiness for using digital technologies in teaching processes. In EDULEARN19 Proceedings (pp. 5601-5607). IATED.
Lindstrom, D. L., & Niederhauser, D. S. (2016). Digital literacies go to school: A cross-case analysis of the literacy practices used in a classroom-based social network site. Computers in the Schools, 33(2), 103-119.
Maluei, K. S. (2019). Implementation of the new curriculum (2-6-3-3-3) in Kenya. IOSR Journal of Business and Management, 21(5), 67–71.
Maina, G., & Rosemary, W. (2019). Digital literacy enhancement status in Kenya’s competency-based curriculum. In Sustainable ICT, Education and Learning: IFIP WG 3.4 International Conference, SUZA 2019, Zanzibar, Tanzania, April 25–27, 2019, Revised Selected Papers 1 (pp. 206-217). Springer International Publishing.
MoE (2021). Policy on Information and Communication Technology in Education and Training, Nairobi, Kenya.
Mugenda, O. M., & Mugenda, A. G. (2003). Research methods, quantitative and qualitative approaches. Acts Press.
Murithi, J., Yoo, J.E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innov Educ 3, 5: https://doi.org/10.1186/s42862-021-00012-0
Najdabbasi, N., & Pedaste, M. (2014). Integration of technology into classrooms: Role of knowledge and teacher beliefs. In HCI International 2014-Posters’ Extended Abstracts: International Conference, HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014. Proceedings, Part II 16 (pp. 117-122). Springer International Publishing.
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OECD (2020). Digital strategies in education - Exploring education policies on digital technologies: https://one.oecd.org/document/EDU/EDPC/SR/RD(2020)2/En/pdf.
Omer A. Salama (2019). Investigating the Challenges of Integrating Information and Communication Technology in Teaching English Language; Journal of Linguistics and Literature. 2019, 3(1), 11-18. DOI: 10.12691/jll-3-1-3.
Republic of Kenya, (2019). Policy framework for reforming education and training for sustainable development in Kenya. Nairobi: Government Printer. http://www.knqa.go.ke/wp-content/uploads/2019/03/Session-Paper-No-1-of-2019.pdf.
Robyn H. et al (2008). English Teaching: Practice and Critique September 2008, Volume 7, Number 2 http://education.waikato.ac.nz/research/files/etpc/2008v7n2art5.pdf.
Sifuna, D. N & Obonyo, M. M. (2019). Competency-Based Curriculum in Primary Schools in Kenya - Prospects and Challenges of Implementation. Journal of Popular Education in Africa. 3(7), 39 – 50.
Sutherland-Smith, W., Snyder, I., & Angus, L. (2003). The digital divide: Differences in computer use between home and school in low socio-economic households. L1-Educational Studies in Language and Literature, 3, 5-19.
Tiba, C., & Condy, J. (2021). Newly Qualified Teachers' Integration of Technology during Curriculum Delivery. International Journal of Education and Practice, 9(2), 297-309.
Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Torrato, J.B., Aguja, S.E., & Prudente, M.S. (2023). Educators’ Digital Literacy Competence in a Hybrid Learning Environment. Proceedings of the 2023 14th International Conference on E-Education, E-Business, E-Management and E-Learning.
Tour, E. (2017). Understanding digital literacy practices: What can be learned with visual methods? Changing English, 24(4), 413-425.
UNESCO, (2013). Information and communication technology (ICT) in education in five Arab States. A comparative analysis of ICT integration and e-readiness in schools in Egypt, Jordan, Oman, Palestine and Qatar. UNESCO.
Andrew R. (2024). The Coronavirus and Early Childhood Education in Kenya and What must be done going forward; University of Nairobi and Director, School of Education Koitaleel Samoei University College.
Bai, H., & Ertmer, P. (2005). Teacher educators’ beliefs and technology use as predictors of students’ beliefs and technology attitudes. In Society for Information Technology & Teacher Education International Conference (pp. 1274-1278). Association for the Advancement of Computing in Education (AACE).
Bhatt, I. (2012). Digital literacy practices and their layered multiplicity. Educational Media International, 49(4), 289-301.
Chalkley, T. W., & Nicholas, D. (1997, April). Teachers' use of information technology: observations of primary school classroom practice. In Aslib Proceedings (Vol. 49, No. 4, pp. 97-107). MCB UP Ltd.
Daniel O. (2020). Handbook of Research on Literacy and Digital Technology Integration in Teacher Education; DOI: 10.4018/978-1-7998-1461-0.ch008.
DiGregorio, N., & Liston, D. D. (2018). Experiencing technical difficulties: teacher self-efficacy and instructional technology. Self-efficacy in instructional technology contexts, 103-117.
Djoub, Z. (2018). Exploring teachers’ identity: Reflections and implications. Arab World English Journal (AWEJ) Volume, 9.
Djoub, Z. (2019). Teachers' Attitudes Towards Technology Integration: Implications for Pre-Service Teachers. In TPACK: Breakthroughs in Research and Practice (pp. 32-67). IGI Global.
Dornisch, M. (2013). The digital divide in classrooms: Teacher technology comfort and evaluations. Computers in the Schools, 30(3), 210-228.
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.
Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1–9. Journal of Computer Assisted Learning, 26(3), 175-189.
Ikaningrum, R. E., & Sarwanti, S. (2021). Students’digital Literacy in Online Reading Class: A Critical Reflection on English Language Learners. Leksema: Journal Bahasa Dan Sastra, 6(1), 1-12.
KICD (2017). Basic education curriculum framework. Government printer: https://kicd.ac.ke/wp-content/uploads/2017/10/CURRICULUMFRAMEWORK.pdf
Koskei, B. K., & Chepchumba, E. (2020). Teachers’ Competency as a Cornerstone on the Implementation of Competency-Based Curriculum in Kenya. A Case of Lower Primary Schools in Nakuru County. International Journal of Education and Research, 8(2), 1-10.
Križanić, S., Hrustek, L., & Tomičić-Pupek, K. (2019). Raising the readiness for using digital technologies in teaching processes. In EDULEARN19 Proceedings (pp. 5601-5607). IATED.
Lindstrom, D. L., & Niederhauser, D. S. (2016). Digital literacies go to school: A cross-case analysis of the literacy practices used in a classroom-based social network site. Computers in the Schools, 33(2), 103-119.
Maluei, K. S. (2019). Implementation of the new curriculum (2-6-3-3-3) in Kenya. IOSR Journal of Business and Management, 21(5), 67–71.
Maina, G., & Rosemary, W. (2019). Digital literacy enhancement status in Kenya’s competency-based curriculum. In Sustainable ICT, Education and Learning: IFIP WG 3.4 International Conference, SUZA 2019, Zanzibar, Tanzania, April 25–27, 2019, Revised Selected Papers 1 (pp. 206-217). Springer International Publishing.
MoE (2021). Policy on Information and Communication Technology in Education and Training, Nairobi, Kenya.
Mugenda, O. M., & Mugenda, A. G. (2003). Research methods, quantitative and qualitative approaches. Acts Press.
Murithi, J., Yoo, J.E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innov Educ 3, 5: https://doi.org/10.1186/s42862-021-00012-0
Najdabbasi, N., & Pedaste, M. (2014). Integration of technology into classrooms: Role of knowledge and teacher beliefs. In HCI International 2014-Posters’ Extended Abstracts: International Conference, HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014. Proceedings, Part II 16 (pp. 117-122). Springer International Publishing.
OECD (2023). Shaping Digital Education: Enabling Factors for Quality, Equity and Efficiency, OECD Publishing, Paris: https://doi.org/10.1787/bac4dc9f-en.
OECD (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World, PISA, OECD Publishing, Paris: https://doi.org/10.1787/a83d84cb-en.
OECD (2020). Digital strategies in education - Exploring education policies on digital technologies: https://one.oecd.org/document/EDU/EDPC/SR/RD(2020)2/En/pdf.
Omer A. Salama (2019). Investigating the Challenges of Integrating Information and Communication Technology in Teaching English Language; Journal of Linguistics and Literature. 2019, 3(1), 11-18. DOI: 10.12691/jll-3-1-3.
Republic of Kenya, (2019). Policy framework for reforming education and training for sustainable development in Kenya. Nairobi: Government Printer. http://www.knqa.go.ke/wp-content/uploads/2019/03/Session-Paper-No-1-of-2019.pdf.
Robyn H. et al (2008). English Teaching: Practice and Critique September 2008, Volume 7, Number 2 http://education.waikato.ac.nz/research/files/etpc/2008v7n2art5.pdf.
Sifuna, D. N & Obonyo, M. M. (2019). Competency-Based Curriculum in Primary Schools in Kenya - Prospects and Challenges of Implementation. Journal of Popular Education in Africa. 3(7), 39 – 50.
Sutherland-Smith, W., Snyder, I., & Angus, L. (2003). The digital divide: Differences in computer use between home and school in low socio-economic households. L1-Educational Studies in Language and Literature, 3, 5-19.
Tiba, C., & Condy, J. (2021). Newly Qualified Teachers' Integration of Technology during Curriculum Delivery. International Journal of Education and Practice, 9(2), 297-309.
Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Torrato, J.B., Aguja, S.E., & Prudente, M.S. (2023). Educators’ Digital Literacy Competence in a Hybrid Learning Environment. Proceedings of the 2023 14th International Conference on E-Education, E-Business, E-Management and E-Learning.
Tour, E. (2017). Understanding digital literacy practices: What can be learned with visual methods? Changing English, 24(4), 413-425.
UNESCO, (2013). Information and communication technology (ICT) in education in five Arab States. A comparative analysis of ICT integration and e-readiness in schools in Egypt, Jordan, Oman, Palestine and Qatar. UNESCO.
Published
2024-04-24
How to Cite
Adannur, H. I. (2024). INTEGRATING DIGITAL LITERACY IN COMPETENCY-BASED CURRICULUM AMONG JUNIOR SECONDARY SCHOOLS IN KENYA. African Journal of Emerging Issues, 6(6), 85 - 97. Retrieved from https://ajoeijournals.org/sys/index.php/ajoei/article/view/587
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