Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Program Name/Specialization

Developmental Psychology

Faculty/School

Faculty of Science

First Advisor

Eileen Wood

Advisor Role

Professor

Abstract

Growing recognition of early literacy as essential for lifelong learning, along with evidence that teachers’ mastery of foundational literacy instruction influences student outcomes (Darling-Hammond et al., 2017; UNESCO, 2020), has led to increased investment in teacher professional development. Despite these efforts, many educators face significant challenges in accessing high-quality training, particularly in resource-constrained settings where geographical barriers and limited institutional support persist. This is especially true in rural Kenyan communities, where teachers often work in under-resourced schools with unreliable electricity and internet connectivity yet bear responsibility for laying critical literacy foundations. The present study examines the potential to deliver effective TPD using a novel literacy tool called ABRACADABRA to Kenyan teachers through two sequential iterations: an initial online-only pilot (Study 1, n = 15) and an expanded comparison (Study 2, n = 40) incorporating both fully online (n = 22) and blended (online plus two in-person sessions, n = 18) conditions. Both studies targeted primary school teachers in Kenya's rural counties. These sessions were designed to accommodate rural teachers' logistical constraints while providing essential opportunities for hands-on practice and peer collaboration. Grounded in Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework, these studies explore how different delivery formats impact educators’ ability to integrate technology, pedagogy, and content knowledge in low-resource contexts, particularly among teachers with limited literacy skills—an underexamined application of TPACK that adds unique value to this dissertation. Both studies employed mixed-methods design to examine both learning outcomes and teachers’ experiences with the TPD. Quantitative measures included matched pre-post assessments of literacy content knowledge and technology integration confidence and teaching literacy confidence, while qualitative data examined the structured reflections and discussion boards. Findings from study 1 indicated that teachers participating in the fully online PD course reported high levels of confidence in teaching early literacy skills despite facing challenges in mastering core literacy concepts, integrating ABRA activities, and applying new pedagogical methods. This study suggests that while online PD can boost teachers’ self-perceived confidence, additional targeted support is needed to enhance the actual mastery and application of foundational literacy skills. Findings from Study 2 indicated that both delivery formats supported teachers' literacy development, with notable improvements in phonological awareness instruction and technology-enhanced lesson planning. The blended format appeared particularly effective for helping teachers bridge theory and practice, as the in-person sessions provided instant problem-solving around technological issues. Implementation challenges specific to rural contexts emerged across both studies, including intermittent participation due to unreliable internet connectivity and lack of resources. The study contributes to understanding how technology-focused TPD can be designed to meet the demands of many teachers in challenging contexts (e.g., rural African contexts). Results suggest that even minimal in-person components within predominantly online programs can significantly enhance teachers' ability to integrate technological, pedagogical, and content knowledge. These findings have important implications for organizations developing distance learning initiatives for underserved regions, highlighting the need for models that balance accessibility with opportunities for contextualized collaboration and problem-solving

Convocation Year

2025

Convocation Season

Fall

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