Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers
This study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional dev...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/6/709 |
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| author | Noah Battaglia Eileen Wood Alexandra Gottardo Livison Chovu Clifford Ghaa Edwin Santhosh Natasha Vogel Anne Wade Philip C. Abrami |
| author_facet | Noah Battaglia Eileen Wood Alexandra Gottardo Livison Chovu Clifford Ghaa Edwin Santhosh Natasha Vogel Anne Wade Philip C. Abrami |
| author_sort | Noah Battaglia |
| collection | DOAJ |
| description | This study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional development training modules (alphabetics and fluency) and four surveys (one before and one after each module). Surveys assessed teachers’ confidence and knowledge consistent with the primary elements of the TPACK model (i.e., content, pedagogy, technology). Knowledge gains were observed for fluency content, but not alphabetics content. Across the program, there were gains in pedagogical knowledge and teachers’ confidence. Given the importance of technology in the present study, additional analyses involving intersections of key elements with technology were examined. Outcomes supported the importance of technological pedagogy for the overarching integrated TPACK model. Overall, the TPD and accompanying course material provided some support for teachers who struggle with literacy instruction. |
| format | Article |
| id | doaj-art-63b2767f3a3b466cbbdf724fc61a918e |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-63b2767f3a3b466cbbdf724fc61a918e2025-08-20T03:27:26ZengMDPI AGEducation Sciences2227-71022025-06-0115670910.3390/educsci15060709Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan TeachersNoah Battaglia0Eileen Wood1Alexandra Gottardo2Livison Chovu3Clifford Ghaa4Edwin Santhosh5Natasha Vogel6Anne Wade7Philip C. Abrami8Department of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, CanadaDepartment of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, CanadaDepartment of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, CanadaAga Khan Academy, Mombasa P.O. Box 90066-80100, KenyaAga Khan Academy, Mombasa P.O. Box 90066-80100, KenyaDepartment of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, CanadaDepartment of Psychology, Wilfrid Laurier University, Waterloo, ON N2L 3C5, CanadaCentre for the Study of Learning and Performance, Concordia University, Montreal, QC H3G 1M8, CanadaCentre for the Study of Learning and Performance, Concordia University, Montreal, QC H3G 1M8, CanadaThis study examined the effectiveness of an 18-week online blended teacher professional development program for Kenyan in-service teachers. Also, teachers received instruction on the use of an evidence-based early literacy software program for children. The 94 teachers completed two professional development training modules (alphabetics and fluency) and four surveys (one before and one after each module). Surveys assessed teachers’ confidence and knowledge consistent with the primary elements of the TPACK model (i.e., content, pedagogy, technology). Knowledge gains were observed for fluency content, but not alphabetics content. Across the program, there were gains in pedagogical knowledge and teachers’ confidence. Given the importance of technology in the present study, additional analyses involving intersections of key elements with technology were examined. Outcomes supported the importance of technological pedagogy for the overarching integrated TPACK model. Overall, the TPD and accompanying course material provided some support for teachers who struggle with literacy instruction.https://www.mdpi.com/2227-7102/15/6/709teacher professional developmentblended instructionearly literacytechnology integrationglobal southTPACK |
| spellingShingle | Noah Battaglia Eileen Wood Alexandra Gottardo Livison Chovu Clifford Ghaa Edwin Santhosh Natasha Vogel Anne Wade Philip C. Abrami Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers Education Sciences teacher professional development blended instruction early literacy technology integration global south TPACK |
| title | Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers |
| title_full | Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers |
| title_fullStr | Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers |
| title_full_unstemmed | Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers |
| title_short | Learning About Alphabetics and Fluency: Examining the Effectiveness of a Blended Professional Development Program for Kenyan Teachers |
| title_sort | learning about alphabetics and fluency examining the effectiveness of a blended professional development program for kenyan teachers |
| topic | teacher professional development blended instruction early literacy technology integration global south TPACK |
| url | https://www.mdpi.com/2227-7102/15/6/709 |
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