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

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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
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  Data: Lessons Learned from the Tech & Play Initiative: Insights to Inform Program Design and Implementation
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  Data: <searchLink fieldCode="AR" term="%22Nicole+Breslow%22">Nicole Breslow</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Silander%22">Megan Silander</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Light%22">Daniel Light</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Development+Center%2C+Inc%2E+%28EDC%29%22">Education Development Center, Inc. (EDC)</searchLink><br /><searchLink fieldCode="AR" term="%22Three+Stones+International%22">Three Stones International</searchLink><br /><searchLink fieldCode="AR" term="%22EduKenya%22">EduKenya</searchLink><br /><searchLink fieldCode="AR" term="%22O+Laboratório+de+Estudos+e+Pesquisas+em+Educação+e+Economia+Social+%28LEPES%29%22">O Laboratório de Estudos e Pesquisas em Educação e Economia Social (LEPES)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Development+Center%2C+Inc%22"><i>Education Development Center, Inc</i></searchLink>. 2025.
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  Data: 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
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  Data: 11
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  Data: 2025
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  Data: LEGO Foundation
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Needs%22">Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+Projects%22">Pilot Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink><br /><searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: ERIC
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  Data: 2026
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  Data: ED678870
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      – Text: English
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        PageCount: 11
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Cultural Differences
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      – SubjectFull: Program Design
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Needs
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Technology Integration
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Pilot Projects
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Kenya
        Type: general
      – SubjectFull: Rwanda
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      – SubjectFull: Brazil
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      – TitleFull: Lessons Learned from the Tech & Play Initiative: Insights to Inform Program Design and Implementation
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              Y: 2025
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