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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
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
FullText Text:
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  Data: <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="%22Nicole+Breslow%22">Nicole Breslow</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Cardarelli%22">Amanda Cardarelli</searchLink><br /><searchLink fieldCode="AR" term="%22Hanna+Girma+Wedajo%22">Hanna Girma Wedajo</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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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: ED678873
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678873
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    Languages:
      – Text: English
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        PageCount: 15
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Problem Solving
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      – SubjectFull: Creativity
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      – SubjectFull: Play
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Science Education
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Faculty Development
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      – SubjectFull: Robotics
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      – SubjectFull: Rwanda
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