Improving Science and Technology Instruction in Rwandan Primary Schools: Implementation of the Right to Play Plug-in-Play Project. Implementation Study Brief
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| Title: | Improving Science and Technology Instruction in Rwandan Primary Schools: Implementation of the Right to Play Plug-in-Play Project. Implementation Study Brief |
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| Language: | English |
| Authors: | Megan Silander, Daniel Light, Nicole Breslow, Amanda Cardarelli, Hanna Girma Wedajo, 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: | 15 |
| Publication Date: | 2025 |
| Sponsoring Agency: | LEGO Foundation |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Foreign Countries, Elementary Schools, STEM Education, Critical Thinking, Problem Solving, Creativity, Play, Technology Uses in Education, Science Education, Grade 4, Grade 5, Grade 6, Program Effectiveness, Faculty Development, Peer Teaching, Coaching (Performance), Communities of Practice, Mentors, Cooperation, Teacher Attitudes, Attitude Change, Student Centered Learning, Robotics |
| Geographic Terms: | Rwanda |
| Abstract: | To thrive in a rapidly evolving, technology-driven world, young learners need more than basic literacy and math skills. Early exposure to science, technology, and engineering helps children develop critical thinking, problem-solving, and creativity--skills that are essential for navigating complex challenges and contributing to their communities. This study explored how teachers implemented and adapted PiP in their classrooms in the final year of the program, the support they required, and how implementation varied. The research offers practical insights for improving science and technology education in low-resource settings. Many professional learning (PL) programs fail to improve teaching or learning, and evidence of the impact of PL on student learning is mixed. Before evaluating learning outcomes, it is essential to determine if teachers can implement the innovation in practice. Teacher adaptations can support feasibility, but too much variation may dilute core elements and undermine effects. Understanding the balance between adaptation and fidelity is key to scaling effective interventions that are contextually grounded and effective. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678873 |
| Database: | ERIC |
| Abstract: | To thrive in a rapidly evolving, technology-driven world, young learners need more than basic literacy and math skills. Early exposure to science, technology, and engineering helps children develop critical thinking, problem-solving, and creativity--skills that are essential for navigating complex challenges and contributing to their communities. This study explored how teachers implemented and adapted PiP in their classrooms in the final year of the program, the support they required, and how implementation varied. The research offers practical insights for improving science and technology education in low-resource settings. Many professional learning (PL) programs fail to improve teaching or learning, and evidence of the impact of PL on student learning is mixed. Before evaluating learning outcomes, it is essential to determine if teachers can implement the innovation in practice. Teacher adaptations can support feasibility, but too much variation may dilute core elements and undermine effects. Understanding the balance between adaptation and fidelity is key to scaling effective interventions that are contextually grounded and effective. |
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