Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya

Abstract

Information Communication Technology (ICT) enhances accessibility, efficiency, and quality of education. This study aimed to examine the status of ICT resources in teaching and learning in public primary special schools in Nairobi County, Kenya. Questionnaires, interviews, observation schedules, and manuals for document analysis were used to collect data from respondents. Research shows that most special schools have regular ICT resources provided by digital literacy programs (DLP), such as laptops and tablets. However, there is limited investment in specialized ICT resources to support the teaching and learning of children with disabilities and special educational needs. Research also shows that ICT resources are limited because most of the devices are kept by school administrators or teachers who do not know how to use them. The study concludes that limited investment in assistive and/or adaptive digital technologies and devices will harm the attainment of ICT skills as a fundamental skill by children with disabilities in special schools and special needs units. The study recommends the establishment of a technical committee on design innovation and equipment technology. This will complement DLP's efforts in providing resources for special schools to make better use of ICT for students with disabilities and special educational needs.

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

“…Through technological advances in education, such as augmented reality (AR) or virtual reality (VR), can be utilized to increase student engagement, situational interest, and learning performance (Sun et al, 2023). In addition, in the development of online learning design, it is also necessary to pay attention to relevance, content, and resources in achieving learning efficiency (Günüç et al, 2022;Heilporn et al, 2022) Research on digital literacy in education has been carried out a lot, such as analyzing factors that affect digital literacy in learning (Audrin &;Audrin, 2022;Omboto et al, 2022), digital literacy development in higher education (Khan et al, 2022), assessment (Schmidt &;DeSchryver, 2021), and distance education (Gökdaş & Çam, 2022). Research on academic self-efficacy and its implications in academic achievement has also been widely conducted, such as (Al-Abyadh &;Abdel Azeem, 2022;Suryaratri et al, 2022), digital addiction (Parmaksız, 2022) and academic self-efficacy in online learning Consunji, 2022).…”