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Lessons Learned from the Tech & Play Initiative: Insights to Inform Program Design and Implementation

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Bibliographic Details
Title: Lessons Learned from the Tech & Play Initiative: Insights to Inform Program Design and Implementation
Language: English
Authors: Nicole Breslow, Megan Silander, Daniel Light, Education Development Center, Inc. (EDC), Three Stones International, EduKenya, O Laboratório de Estudos e Pesquisas em Educação e Economia Social (LEPES)
Source: Education Development Center, Inc. 2025.
Availability: Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Fax: 617-969-5979; e-mail: contact@edc.org; Web site: http://ltd.edc.org
Peer Reviewed: N
Page Count: 11
Publication Date: 2025
Sponsoring Agency: LEGO Foundation
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Play, Elementary Education, Student Centered Learning, Active Learning, Technology Uses in Education, Program Implementation, Cultural Differences, Program Design, Faculty Development, Teacher Characteristics, Needs, Instructional Materials, Technology Integration, Teacher Competencies, Pilot Projects, Cooperative Learning
Geographic Terms: Kenya, Rwanda, Brazil
Abstract: This brief shares lessons learned from the LEGO Foundation-funded Tech & Play initiative in Kenya, Rwanda, and Brazil. The initiative aims to transform primary school learning through play-based pedagogy and technology that promote student-centered, active learning. Over four years, EDC partnered with researchers from EDU (Kenya), Three Stones International (Rwanda), and LEPES (Brazil) to conduct both formative research and studies on intervention implementation and teacher outcomes. Research teams worked alongside implementing partners to carry out the research, including Right to Play (Kenya), IREX (Rwanda), and Creative Schools (Brazil). Despite substantial differences in program design and context across these three countries, common lessons emerged on how to implement initiatives to improve student-centered instruction. Drawing on research from all three countries, this brief offers practical insights and real-world examples to help implementing partners strengthen program design and implementation. It is created as a tool to support implementing partners in designing and adapting education technology programs to their specific contexts.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678870
Database: ERIC
Description
Abstract:This brief shares lessons learned from the LEGO Foundation-funded Tech & Play initiative in Kenya, Rwanda, and Brazil. The initiative aims to transform primary school learning through play-based pedagogy and technology that promote student-centered, active learning. Over four years, EDC partnered with researchers from EDU (Kenya), Three Stones International (Rwanda), and LEPES (Brazil) to conduct both formative research and studies on intervention implementation and teacher outcomes. Research teams worked alongside implementing partners to carry out the research, including Right to Play (Kenya), IREX (Rwanda), and Creative Schools (Brazil). Despite substantial differences in program design and context across these three countries, common lessons emerged on how to implement initiatives to improve student-centered instruction. Drawing on research from all three countries, this brief offers practical insights and real-world examples to help implementing partners strengthen program design and implementation. It is created as a tool to support implementing partners in designing and adapting education technology programs to their specific contexts.