Digital learning programme transforms classrooms in West Pokot

Pupils in public junior schools across West Pokot County are benefiting from enhanced digital learning following the government’s nationwide rollout of interactive smart boards and teacher laptops aimed at transforming classroom instruction and equipping learners with essential digital skills.

The initiative, implemented through the Ministry of Information, Communications and the Digital Economy and the ICT Authority, is part of the Kenya Digital Economy Acceleration Project (KDEAP), supported by the World Bank.

The programme seeks to integrate technology into teaching and learning under the Competency-Based Education (CBE) system while preparing learners to acquire practical skills necessary to participate in an increasingly digital economy.

West Pokot is among the beneficiary counties, with 218 public junior schools included in the first phase of the programme. Each selected institution is allocated one 65-inch interactive flat-panel smart board and one teacher laptop to facilitate digital instruction.

The equipment enables teachers to display curriculum content, demonstrate concepts visually and engage learners through interactive classroom activities, making lessons more practical and stimulating.

The county was also among 12 selected to participate in the inaugural national live digital classroom experience, which brought together learners from different parts of the country through a virtual classroom connection.

During the demonstration at Tilak Junior Secondary School, pupils participated in a live interaction with President William Ruto, showcasing how technology can connect learners and teachers across geographical boundaries.

The impact of the digital learning equipment is already being felt at Tilak Junior Secondary School, where the headteacher, Daniel Kirakwang, says the interactive smart board has significantly improved pupils’ attentiveness and enthusiasm during lessons.

Kirakwang said the introduction of the technology had generated excitement among learners, prompting the school to relocate the smart board to a bigger classroom to accommodate more pupils during digital learning sessions.

“The smartboard has had a great impact on our learners’ attentiveness. The pupils are excited whenever they have an opportunity to use it, and we have already seen increased interest and participation during lessons. Because of the enthusiasm it has generated, we had to move the board to a bigger room to accommodate more learners,” said Kirakwang.

He expressed optimism that the programme would have an even greater impact when schools reopen next year, noting that the institution plans to increase the frequency of digital learning sessions to give more pupils an opportunity to benefit from the technology.

“We expect that when schools resume next year, the sessions will be more frequent and impactful. We want to ensure that more learners get the opportunity to interact with the technology and benefit from the digital content,” he added.

The experience demonstrated the potential of digital platforms to create shared learning opportunities, allowing pupils in different counties to participate in similar lessons and exchange ideas without being physically present in one classroom.

The rollout is being implemented in phases, with the first phase targeting 10,382 public junior schools countrywide. Each school is allocated two devices, translating into 20,764 digital learning devices intended to strengthen classroom instruction.

The second phase has a final allocation of 10,806 additional schools, bringing the programme’s projected national coverage to approximately 21,000 public junior schools by April 2027.

In West Pokot, another 273 schools have been listed for the second phase, representing a planned distribution of 546 additional devices.

The phased implementation is accompanied by teacher capacity building to ensure the equipment is effectively integrated into everyday classroom activities.

Under the arrangement, each selected school has its head of institution and one designated teacher trained to oversee the use of the digital learning equipment.

The trained personnel, commonly referred to as ICT champions, are expected to guide other teachers and support the integration of technology into instruction.

Teachers from schools awaiting the distribution of equipment have also undergone training to prepare them for the programme once the devices are delivered.

Nationally, more than 62,000 teachers have received training under the Digital Literacy Programme, with master trainers supporting the exercise across all 47 counties.

The initiative builds on the government’s Digital Literacy Programme, popularly known as DigiSchool, which was introduced to equip learners with the technological skills required in the modern world.

Its objectives include integrating information and communication technology into teaching, expanding access to digital infrastructure in public schools, developing teachers’ ICT competencies and promoting the availability of quality digital educational content.

Digital learning resources for Grades 7 and 8 have already been developed and are available through the education cloud, which provides access to learners, teachers and parents. The curation of Grade 9 content is ongoing.

The programme has also incorporated inclusive learning by completing adaptations of Grade 7 digital content for learners with visual and hearing impairments, ensuring that children with disabilities are not left behind in the transition to technology-supported education.

Beyond the provision of equipment, the initiative is expected to improve learner participation, promote creativity, strengthen problem-solving abilities and encourage collaboration among pupils.

Teachers have reported positive changes in classroom engagement, noting that interactive lessons make learning more practical, interesting and easier for pupils to understand.

The use of visual demonstrations and digital learning materials is also expected to help teachers explain complex subjects more effectively while encouraging learners to participate actively during lessons.

The programme further seeks to strengthen access to quality education, particularly in underserved communities, by providing schools with learning resources that can be shared and accessed through digital platforms.

Internet connectivity, a critical component of the initiative, is being supported through the Universal Service Fund under the Communications Authority of Kenya, alongside the government’s wider Digital Superhighway infrastructure programme.

The successful implementation of the programme will, however, depend on sustained teacher support, reliable connectivity, proper maintenance of equipment and consistent utilisation of the devices during classroom instruction.

In West Pokot, the next phase will focus on equipping the 273 allocated schools, strengthening teachers’ capacity and ensuring that the digital learning resources are fully incorporated into the CBE curriculum.

The government’s investment in digital classroom infrastructure marks a significant step towards modernising public education and reducing disparities in access to technology.

Through the initiative, interactive smart boards and teacher laptops are expected to become important learning tools, opening up opportunities for pupils to acquire digital literacy, creativity and other competencies needed to thrive in the 21st century.

By Parklea Ivor