KAIMOSI FRIENDS

UNIVERSITY(KAFU)
SCHOOL OF EDUCATION AND SOCIAL SCIENCES (SESS)

DEPARTMENT: CURRICULUM AND INSTRUCTION

COURSE CODE: CIT 211

COURSE TITLE: EDUCATIONAL MEDIA AND RESOURCES.

TASK: TAKE AWAY CAT 1

DATE:12/02/2024

GROUP MEMBERS

S/NO REG NO NAME PHONE NO. SIGN

1 EDA/0418/2021 ACHANDO VICTORIA 0796155734
2 EDA/0582/2022 KERUBO SHEILA 0743484947
3 EDA/O596/2022 LAVENDER OCHIENG 0700197384
4 EDA/0380/2022 ANEKEYA RUTHERFORD 0792293407
5 EDA/0326/2022 NALONDO MARK 0111388999
6 EDA/0529/2022 OMONDI ADHIAMBO 0775527953
DEBRA
7 EDA/0583/2022 AUSTINE GEORGE 0757444117
8 EDA/0401/2022 LUPIYA DANCAN 0740944810
9 EDA/0304/2022 SARAH LIOMU 0726310018

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QUESTION 3a.
Explain your understanding of the phrase “selection and effective use of educational media
resources in teaching and learning.” (10 Marks)

The phrase “selection and effective use of educational media recourses in teaching and
learning” brings out the critical role that technology and media tools play in the modern
education. In today’s digital age, scholars and educators have access to a wide range of
educational media resources including videos, online platforms and digital textbooks that can
enhance the teaching and learning process. However, the key challenge lies in selecting the
most appropriate media resources and utilizing them effectively to support student learning
outcome. This requires careful consideration of factors such as content relevance,
accessibility and engagement of the media tool selected to ensure that educational media
resources are integrated into the curriculum and contribute to meaningful learning
experiences to learners.
Therefore, the phrase “selection and effective use of educational media resources in teaching
and learning” refers to the process of choosing appropriate media tools such as videos, audio
and interactive websites to enhance the teaching and learning experience. This involves
carefully selecting resources that align with the learning objectives and content being taught
as well as considering the needs and preferences of students. In addition to selecting the right
media resources, it’s important to use them effectively in teaching and learning process. This
include integrating the media tools seamlessly into the lesson, providing guidance on how to
use the resources and facilitating meaningful interactions with the content. Effective use of
educational media resources can help engage students, make learning more interactive and
dynamic catering for different learning styles.
By levering technology and media tools strategically, educators can create dynamic and
interactive learning environments that cater for diverse learning styles and foster deeper
understanding of concepts.
Therefore, the phrase selection and effective use of educational media resources should be
broken down into several parts and explained as we have done below;
A MEDIA is an instructional resource or aid or materials used by the teacher to achieve the
objectives. Also media for learning and teaching or learning software. Media itself means a
method of communication. A means of communication as radio, television, newspapers and
internet that reach or influence people widely. Educational media refers to channels of
communication that carry messages with an instructional purpose. They are usually utilised
for the sole purpose of learning and teaching.
Media are the communication outlets or tools used to store and deliver information or data e.
g print materials, new media photography, radio and television, digital media and advertising.

A media of learning and teaching or learning software itself means a method of

communication that carry messages with an instructional purpose. These are tools that helps
teachers to impact knowledge to their students with minimal difficulty. Media of learning and
teaching refers to the communication between the teacher or rather an instructor and the
students. Communication in general is a process of sending and receiving messages that

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enables humans to share knowledge, attitudes and skills. Therefore, communication in
teaching and learning basically refers to the interaction between the teacher and learners or
learners to teachers or even learners among themselves.
A major part of instruction design is selecting the appropriate media mix to effectively teach
the learning outcome. Selection refers to the careful consideration and evaluation of various
educational media resources to determine their relevance, quality and suitability for a specific
learning objectives of a given topic or subject. Selection refers to assessing factors such as
age of the students, nature of the content to be delivered, nature of students, the learning
environment, learner diversities among many others. Selecting the best media increases
learning and maximizes co-effectiveness. Some concepts are extremely difficult to teach
without the correct media selection. Select the best media mix. For increased learning and
maximum effectiveness, know the different media categories i.e. audio, audio-visuals,
visuals, animation, and real objects. Determine how different medium relates to learning and
describe how different media can affect the learner’s motivation; for one to claim to have
fully satisfied the call of selection and effective use of educational media in teaching and
learning.
Educational media and other resources are assumed as very significant in the learning
process. The use of media in teaching stimulates learning because learners become more
focused. It similarly provokes interest and improves their involvement in class activities.
Consequently, it promotes performance. Alssen (2012) in an investigation of university
student’s perceptions on learning English for Specific Purposes (ESP) conducted on a
student’s designed Information and Communications Technology (ICT) enhanced
instructional materials for learning English for specific purposes (ESP). The resources were
made available and circulated on the internet for very learner to access. The finding revealed
that the learners improved their skills specifically in writing, speaking and reading besides in
the domain specific language vocabulary.

Educational media resources also involve concrete or physical objects which provide sound
visual or both to the sense organs during teaching. These media resources used in teaching-
learning’ process are in various classes, such as audio Oral, visual, or audio visual.
Use of Educational Media is essential for teaching & learning process. Media can be utilized
in almost every discipline to enhance learning in class and out of class. Research suggests
that people learn abstract, new and novel concepts more easily when they are presented in
both verbal and visual form. Other empirical research shows that visual media make concepts
more accessible to a person than text media and help with later recall. These media is helpful
to all types of learners having different LearningStyles- visual, auditory and kinesthetic. It
keeps the learner focused and actively engaged in teaching learning process in classroom.
There are different educational mediums. For one to identify and classify them properly, there
are some of the factors that they must consider before they can go ahead and do the
classification. They are as follows:

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 FACTORS TO CONSIDER WHEN SELECTING MEDIA
There are various factors or criteria that should be considered for effective utilization of
media in any teaching-learning process. The selection and utilization of these media should
be based on certain criteria such as learners’ characteristics, instructional objectives,
suitability, technicality, practicability, and the teacher’s capability among others.
1. Audience.
The learning materials should be appropriate to the learners’ age, ability and interest.
2. Subject Matter and Instructional Objectives.
The media to be selected should be in accordance with the stated objectives in the topic or
subject matter to be taught.
DR. Amugune Aggrey (2023), CIT 210 Lecture class semester 1, stresses on the three
domains; that the media should facilitate the achievement rate of the objectives whether is in
the area of cognitive, affective or psychomotor domains. You should know the levels of each
instructional objective and use it according to the age of your pupils and level of your subject
area. Provide a wide range of materials that will enrich and support the curriculum and course
objectives. The instructional materials should reinforce and supplement, not substitute for, the
teacher’s teaching efforts.
3. Learners’ Characteristics.
The learners’ number, or population, age, ability etc. in the classroom will determine the type
of media to be selected and utilized.
For instance, a small group of about 20 learners, chart, models, realia or non-projected media
can be used, while in a large class of about 350 learners, projected media like overhead
projector (OHP), computer power point, etc. should be more appropriate to be used.
4. Size of the Class.
If learners are large in number, bold visuals should be used.
This would lead to consideration of the size/dimension of the media to be selected.
It may also make a teacher to provide for more of the media so selected.
This is because, in a situation whereby the class is large, visibility factor has to be given
consideration.
5. Availability of the Media.
The teacher or instructional designer should be sure if the materials to be used for the media
production are available locally or are commercially produced.
A teacher equipped with added knowledge of software approach can use the films, flash- cards,
tapes etc., for various purposes.

Or, if they are available in the school or they have to be loaned from other school or
learning resources centre within the locality. Or sometimes the teacher can improvise them.

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 6. Content Accuracy.
The information being conveyed by the media should be authentic, accurate, valid and
current and should be within the content of the topic to be taught.
This view of factor is closely associated with the modern principles of programmed learning
and is characterized by task analysis, writing precise objectives, selection of appropriate
learning strategies, reinforcement of correct responses and constant education.
7. Learners Level of Understanding.
This simple connotes the complication level of the media. That is, the teacher should make
sure that the messages being carried by the media are within the learners’ ability,
comprehension, age, background, and knowledge among others.
The vocabulary and visualization should be within the learners’ level of understanding.
8. Practicability.
The teacher should make sure that necessary facilities for putting the media selected into
practical use in the classroom are available such as source of power e.g. electricity, battery
(dry or wet cells) or any other means of generating power.
These are particularly essential for projected media. For non-projected media such as realia,
or real objects, they should not be harmful or frightening to the students e.g. the use of a live
snake in the classroom is not practicable. It should be more appropriate to use model of snake
or picture.
9. Suitability.
The media selected should be suitable to the content of the topic to be taught by the teacher to
the students in class.
10. Financial Implications of the Media.
The cost of producing the instructional materials by the teacher should be considered.
The availability of fund should determine the media type to be used.
The cost effectiveness of the media should also be considered.
For instance, using power point computer projector for a class of 7 students may not be cost
effective, or cost-wise like for large group of 300 students or more.
11. Operating Facilities.
The facilities for operating the equipment should be functional and available including the
classrooms and laboratories for effectiveness.
Moreover, the teacher should be able to manipulate effectively the material or equipment for
teaching and learning.
12. Quality of the Media.
The visual and audio aspects of the media should be of good quality.

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The lettering should be legible, bold, simple and attractive. Appropriate color should be used
e.g. blue for water, green for vegetation etc.
Avoid multiple focal messages.
Let your messages focus on simple information not on complex so as not to distract attention.

Quality and sufficiency of educational media resources have an undeviating bearing on

quality as they determine how successfully learning is taking place and the level of
understanding of students. Quality of education cannot be accomplished and sustained if the
enough quality and quantity of resources and facilities are not provided. Aside from provision
of quality and quantity of educational media resources being provided is the selection of the
different educational media. Proper and effective selection of educational media resources
can be of great importance in the provision and deliverance of knowledge to learners.
Learning aids significantly contribute to pupils’ achievement. Developing and using suitable
educational media have been recognized to increase learners’ achievement. There are
different categories of these educational media. They can be categorized as follows:

CLASSIFICATION OF EDUCATIONAL MEDIA.

There are different ways to classify media. Visual, audio, audio-visual, audio-media, print,
non-print, etc.

1. VISUAL MEDIA.
These are channels whereby the message is received through the senses of sight. It has to do
with seeing or sight. A picture, a map, a piece of writing can be used to make a talk easier to
understand or even more interesting.
They include:
a) Television l) Diagrams
b) Computer m) Game parks
c) Mobile phone, Laptop n) Museum
d) Projectors o) Rocks
e) Resource person p) Lakes, rivers and streams
f) Community resources q) Experts e. g invite a lawyer in class
g) Calculators as a resource person
h) Charts r) Maps
i) Pictures s) Flash cards
j) Chalkboard t) projectors
k) Cartoons u) graphs
v) Tables
The mostly media that is used in our schools are;
a) TELEVISION.

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This is a screen used to project images in a digital form for vision by the audience.

ADVANTAGES OF USING A TELEVISION

 Cheap - Most schools can afford.
 Portable- Easy to carry.
 Doesn’t require experience to use it.
 Motivates the learner.
 Retention of what is learnt is high.
 It can be used in any environment.
 Distance learning can be achieved.

DISADVANTAGES.
 Some schools cannot afford.
 Power failure.
 Poor network and signal connection.
 Breakable.

b) COMPUTER
This an electronic device that process data. The user inputs the data, it is processed and thn
output of the final product.
ADVANTAGES
 offer rapid and accurate information.
 enables the learner to access vast amount of information.
 they can deliver dynamic graphics which can be changed or modified by the learner.
 it is easy to control rates of presentation.
 saves time as learners begin on a given task.
 allows students to review previous information.
 provide immediate feedback.
 is to control the rates of presentation.
 can be used to modify pictures.
 they do work at an impressive speed e. g do thousands of calculation in a second.
 Micro- computers can be used for demonstration.
 Word processing programs for microcomputer in a printer can encourage learners to
improve writing skills.
 In games computers can be of highly motivating as they suit persons of different ages,
abilities and interests.
 Computer give positive reinforcement and will adjust the development of a lesson
depending on student progress.
 Students learn useful life skills.
 Improves student participation.
 Improves knowledge retention.
 Encourages individual learning.

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  Encourages collaboration.

DISADVANTAGES
 Requires trained personnel to operate it.
 Depends on electricity.
 Expensive to purchase.

c) GRAPHS.
Graphs are used to visualize relationships between different quantities. Various types are used
as visual aids, including bar graphs, line graphs and scatter plots.
ADVANTAGES
 Graphs helps the students to visualize statistics so that they make a greater impact
than just listening verbally would.

DISADVANTAGES
 Graphs can easily become cluttered during use in aspeech by including too much
details,overwhelming the students and making the graph in effective.

d) MAPS.
Maps show geographic areas that are of interest to the speech. They often are used as aids
when speaking of differences between geographical areas or
Showing the location of something.
ADVANTAGES
 When maps are simple and clear, they can be used to effectively make points about
certain areas.For example, a map showing the building site for a new school could
show its close location to key neighborhoods, or amap could show the differences in
distribution of AIDS victims in a region.

DISADVANTAGES
 Inclusion of too much detail on amap can cause the students to lose focus on the key
point being made. Also, if the map is disproportional or unrealistic, it may prove
ineffective for the point being made.

2. AUDIO VISUAL MEDIA

These are channels where the message is received through the senses of sight and hearing.
The students or audience can see and hear. It refers to those instructional materials which
provide learners with audio and visual experiences by appealing to the hearing and seeing
senses at the same time, for example television, video tapes, and closed circuit television
(CCTV).

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 a) Television. e) Projectors.
b) Computer. f) Video tapes.
c) Laptop. g) Films.
d) Mobile phones. h) Slides.
i) Internet.
Most Commonly audio-visuals used in schools are:
a) PROJECTORS.
They are used to project a picture on a projector.
ADVANTAGES
 One can operate it in a room having normal light.
 The equipment can be controlled easily by the teacher.
 Its suitable for small groups.
 Less time consuming.
DISADVANTAGES
 Expensive.
 A lot of preparation before the actual use.
 Time consuming.
 Requires skills on how to handle it.
 Depends on electricity.

b) SLIDES.
It is a projector used to project the slide onto a screen or wall so that students can study the
pictures.
ADVANTAGES
 Flexible.
 cheap-easy to prepare slides.
 Easy to operate.
 Easy to store.
DISADVANTAGES
 A lot of preparation required before the actual use.
 Time consuming
 Requires some knowledge for one to project

c) VIDEO- TAPES
Are videos.
ADVANTAGES
 Easy to operate.
 Easy to store.

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  Portability.
 Motivation of the learners.
 Retention is high.
 Interesting.
 Not costly.
DISADVANTAGES
 Requires a lot of time for preparation.
 One-way communication.
 Costly for some schools.
 Breakable due to virus threat.

3. AUDIO MEDIA
These are channels where the message is received through the senses of hearing. These are
the teaching-learning devices that appeal to the auditory sense. In other way these media can
be heard alone, it carries sounds, for example audio tapes, record player, radio.
a) RADIO
ADVANTAGES.
 Use for distance learning.
 Motivation.
 Develop the sense of hearing.
 Interesting.
 Retention.
 Not costly.
 Easy to store.
 Easy to operate.
 Portable.
 Easily available.
 Can be used for groups and individual instruction.
 Can be adapted to many vocabulary level.

DISADVANTAGE
 One-way communication.
 Lacks immediate feedback.
 Costly for some schools.
 Lack flexibility.
 Poor reception.
 Power failure.
 Over -crowding in schools can hinder profitable use of the radio.

b) TAPE RECORDINGS
ADVANTAGES
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  They are found at home and in schools.
 One can hear his own voice.
 Used to record program.
 Portable.
 Easy to operate.
 You can time your lesson.
 Available in many shops.
 A wide variety are available in every subject of the educational field at all levels.

DELIVERY- is where the radio broadcaster is produced on air, radio cassettes or on

CDs.
WHY SHOULD WE USE THE RADIO BROADCAST IN SCHOOLS?
Radio is an expensive means of providing large audience with information e. g to reach out to
very many students.
Provide a means of supplementing education in schools. It supplements what the teacher
teaches learners.
Is a valuable tool in teaching students how to listen effectively.
Provides a stimulating and lively learning atmosphere with the use of drama and songs which
the teacher cannot produce.
Provide a pleasant variation from normal classroom work this breaking monotony -stimulates
imagination of the learner -solves teacher shortage problem due to increase in student
enrolment because of subsidized Education.
TYPES OF BROADCAST
Live broadcast – involves listening to an educational broadcast program as it being
transmitted live from the broadcasting station/ studio -recorded radio broadcast.

DIGITAL DEVICES(MEDIA)
These are the most modern devices.
They include:
a) Internet f) Compact disks
b) Satellite g) Digital audio tapes
c) Computers and video games h) Digital compact cassettes
d) Television i) Mini discs
e) Mobiles

a) INTERNET
It is worldwide system for linking online learning.

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 ADVANTAGES
 A variety of media- internet sites may contain graphics, text and videos.
 Faster updated and latest information.
 Help in completing assignments and presentations.
 E-learning expands the opportunities for smaller schools as well as for individuals
participating in home schooling.
 Navigation – the ability to move easily within and among documents, with a push of a
button users search a variety of documents.
 Easy communication- emails allows students in various locations to share ideas.
 Relevant content available on the internet.
 Self – study from the internet.
 It saves precious time of the students.
 Online discussions with people through the internet and learn from them.
 Saves money for students.
 Career counselling.
 Distance based learning.

DISADVANTAGES
 Students communication skills decrease.
 Students lose focus on their study and learning in spending too much time surfing the
internet.
 Addiction to the internet –they always want to use the internet and not doing
anything.
 Students cyberbullying -they bull other students.
 Privacy issues- many students’ personal pictures and videos, viral on social media
platforms and the internet. Many students commit suicide.
 Wrong information which is harmful to the students, sometimes it can put them in
danger.
 Adult content- e. g sexual content.

REASONS FOR DISPLAYING MEDIA

 It helps in the evaluation of students’ creativity.
 It develops curiosity among the learner which enhances learning.
 Displays facilities access to students’ work by others for recognition and respect of
other students’ ideas.
 It prevents and damage of the materials.
 A good display makes learning enjoyable able, acts as a motivation hence encourages
students to participate more in activity.

METHODS OF DISPLAYING MEDIA

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  Wall display –hang on the wall.
 Soft board.
 Shelves.
 Learning resource.

4. PRINTED MATERIALS
They include textbooks, maps, atlas, posters, magazines, journals, dictionary, bible and
encyclopedia.

TEXT BOOKS/HANDOUTS
They include main course books that can be used and recommended by the ministry of
education, supplementary textbooks and workbooks for practice.
Advantages
 Saves valuable time to cover the syllabus.
 They provide a common experience for the whole class.
 They provide for private learning.
 Are economical and they can be shared by many students.
 It improves teacher practices because it suggests follow up activities for the learner to
pursue.
 Used as teaching assistant.
 Used for research.
 Used for revision and assignment.
Limitation
 Deny the learner the opportunity to think, organize information and draw independent
conclusion e. g wherever there a wrong information in the textbook, the information
will always remain.
 They do not encourage further pursuit of the information.
 They ignore instructional innovation i.e. new ways of doing things.

5. PROGRAMMED TEACHING MEDIA

 This the use of programmed materials (or program) to achieve educational objectives
 Some programs are designed for devices which are commonly referred to teaching
machines
 In programmed teaching and learning information is presented step by step e. g
computers Advantages
 They allow educators to organize their teaching materials logical step by step
presentation
 They offer flexible teaching and learning possibilities that can be used by groups or
individual students in the classroom
 They give the teacher a concrete and immediate check on students’ progress
 They make students to be active

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  They reduce student’s error by being more efficient in realizing specific knowledge,
goals than are other form of teaching and learning
 In most cases they are pretested and revised to ensure validity and reliability.

LIMITATION
 They lack intrinsic motivation this is because students work in isolation.
 There is basically little provision in the program for student to develop and express
himself or herself creatively as an individual.
 Major principles and concepts are at times lost in the programmed teaching and
learning because knowledge is broken down into small steps that the broad aspect of a
subject may be lost.
 Program compartmentalize knowledge in a manner that makes cross disciplinary
approaches to subject matter difficulty.

6. MULTIMEDIA
Multimedia combines five basic types of media into the learning environment- text,
video, sound, graphics and animation, thus providing a powerful new tool for education.
Multimedia includes a combination of text, audio, still images, animation, video, or
interactivity content forms. Multimedia is usually recorded and played, displayed, or
accessed by information content processing devices, such as computerized and
electronic devices, but can also be part of a live performance. Multimedia devices are
electronic media devices used to store and experience multimedia content. Multimedia
is distinguished from mixed media in fine art; by including audio, for example, it has a
broader scope.

FACTORS TO CONSIDER WHEN SELECTING PRINTED MATERIALS

 Price- not costly/ cost effective.
 Durability of binding- the binding should be of high quality.
 Quality of the paper-high quality that does not tear easily.
 Date of publication –some books could be outdated.
 Structure and content should follow the syllabus.
 Exercises and questions – relevant to the learner.
 Gender Sensitivity –male and female.

NEW TRENDS DEVELOPMENT OF EDUCATIONAL MEDIA

There has been a significant change in educational field. Several educational scientists have
come up with new trends to advance education in both formal, non-formal an informal
learning settings. These resources include O-del, Social Media, among many others. They are
as discussed below:
a) O-DEL
The live classroom facility enables a learner to take class in real time. This online virtual
classroom is a significant shift from traditional blackboard classroom.

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 b) SOCIAL MEDIA
Digital awareness and social media understanding are much needed to assist students
connect with others. Students can shoot queries in global communities with a large,
knowledgeable audience to answer & guide them. This helps student’s access necessary
solutions, encourages them to learn & share ideas, participate in discussions using hashtags
and communicate through blogs.
c) VIDEO-BASED LEARNING.
Video content has become a prevalent medium for educational purposes. Platforms like
YouTube, tik-tok, Snaptube and chrome supported videos offer a diverse range of educational
videos covering various subjects and concepts. Video-based learning facilitates visual and
audio visual learning, making complex concepts easier to be taught.

d) DEGREE CERTIFICATE FOR ONLINE COURSES

Even though we invest plenty of time in online courses, the completion certificate is not
weighed as equal to a classroom training certificate. Universities should provide a valid,
official certificate for courses completed online. This change should be credited. Once this
change is accepted, all the certificates and degrees will carry equal value.
e) BLENDED LEARNING
It is a combination of both face-to-face and online learning. There is a variation in which
online learning takes place and the way it is embedded in the curriculum from school to
school. This approach of combining online learning with classroom instruction is helpful in
accommodating student’s diverse learning styles and to enable them to work in/out side class,
which is not possible in traditional classroom. This learning offers strength to improve
educational productivity by increasing rate of learning, utilizing time outside the school,
living low cost instructional materials and better utilizing teacher time. This learning can help
in remote areas where student and teachers are far away distance.
f) OPEN EDUCATIONAL RESOURCES.
Open educational resources refer to freely accessible educational materials that can be shared
and be reused. With the rise of open educational resources, platforms educators have access
to a vast array of high quality resources e.g. books, lesson plans and assessments.
g) PERSONALIZED LEARNING.
Among the key trends is the increasing emphasis on personalized learning experiences.
Technology has allowed for more tailored content delivery based on individual needs and
preferences. Adaptive learning and intelligent tutoring systems have been developed to cater
for individual needs.

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FUTURE TRENDS EDUCATIONAL MEDIA RESOURCES IN TEACHING AND
LEARNING.
Implementation of educational media technology helps in supporting education related apps.
It enables easy learning by providing access to mobile devices, which helps students meet
defined standards as well as challenges. While it is difficult to predict exactly how
educational media and resources will evolve in future, there are several trends that potentially
are capable for shaping the future of education. From our research as group, we identified
some of the future trends in educational media and resources. They include: Artificial
intelligence (AI), Blockchain Technology, etc.
a) ARTIFICIAL INTELLIGENCE.
AI has the potential to revolutionize education by providing intelligent, personalized, and
adaptive learning experiences. AI-powered virtual tutors, chatbots, and learning analytics can
offer real-time feedback, customized recommendations, and data-driven insights to enhance
the learning process.

b) IMMERSIVE TECHNOLOGIES.
As immersive technologies like virtual reality (VR), augmented reality (AR), and mixed
reality (MR) continue to advance, their integration into educational media and resources is
expected to grow. These technologies offer immersive and interactive experiences, allowing
learners to explore, manipulate, and engage with content in new and exciting ways.

c) DATA-DRIVEN LEARNING ANALYTICS.

Learning analytics involves collecting and analyzing data to gain insights into learners'
performance, behavior, and preferences. A future trend can be the use of advanced analytics
techniques to personalize instruction, detect learning gaps, and provide targeted interventions.
This data-driven approach has the potential to significantly improve learning outcomes.

d) BLOCKCHAIN TECHNOLOGY.
Blockchain technology has the potential to transform credentialing and certification processes
in education. It can provide secure and tamper-proof digital records of learners' achievements,
enabling lifelong learning, recognition of prior learning, and easy verification of
qualifications.

e) COLLABORATIVE LEARNING PLATFORMS.

The future of educational media and resources may witness the rise of collaborative learning
platforms that facilitate seamless communication and collaboration among learners, mentors,
and educators. These platforms can provide features such as virtual classrooms, project

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management tools, and peer-to-peer learning environments to foster collaborative and social
learning experiences.

f) ADAPTIVE CONTENT CREATION TOOLS

Content creation tools are expected to become more adaptive, empowering educators and
instructional designers to create engaging and personalized learning materials more
efficiently. AI-powered content creation tools may offer automated recommendations for
diverse instructional content formats and adapt the delivery based on learners' needs.

g) LIFELONG LEARNING AND MICRO-LEARNING.

With the evolving job market and rapid advancement of technology, the need for lifelong
learning is increasing. Future trends may focus on micro-learning approaches, offering bite-
sized, easily digestible learning materials that learners can access on-demand. This trend aims
to accommodate busy schedules and promote continuous skill development.

7. ETHICAL AND INCLUSIVE DESIGN.

As educational media and resources continue to evolve, there will likely be an increased
emphasis on ethical and inclusive design. This includes considerations for accessibility,
diverse representation, data privacy, and the responsible use of AI and emerging technologies
to ensure fair and equitable learning experiences for all learners.

RELEVANCE OF EDUCATIONAL MEDIA IN TEACHING & LEARNING

PROCESS
Education is the process of learning and knowing, which is not restricted to our school text-
books. It is a holistic process and continues through our life. Even the regular happenings and
events around us educate us, in one or the other way. It would not be an exaggeration to say
that the existence of human beings is fruitless without education. An educated person has the
ability to change the world, as he/she is brimming with confidence and assured of making the
right moves. It Makes Better Citizens, Ensures A Productive Future, Opens New Vistas,
Spreads Awareness, Helps In Decision-Making and Bolds Confidence.
The term media is derived from Medium, which means carrier or mode. Media denotes an
item specifically designed to reach a large audience or viewers. The term was first used with
the advent of newspapers and magazines. However, with the passage of time, the term
broadened by the inventions of radio, TV, cinemas and Internet. In the world of today, media
has become almost as necessary as food and clothing. It is true that media is playing an
outstanding role in strengthening the society. Its duty is to inform, educate and entertain the
people. It helps us to know current situation around the world.
The media has a strong social and cultural impact upon society. Because of its inherent ability
to reach large number of public, it is widely used to convey message to build public opinion

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and awareness. The role of media in education is evident today by the number of computer
labs, television sets and libraries that have become part of curriculum in most schools today.
Media comes in different forms and each form affects the way students learn and interpret
information. Media has brought the world closer (globalization) so that now students from
different universities in different parts of the world are connected through a mere internet
connection. Amidst the information revolution mass media has become such a massive part of
our lives.
Learning is a process to acquire knowledge. It needs hard work and sometimes will make
students frustrated and get bored, so that they lose their attention to a lesson. In this case, the
use of media in teaching- learning process is needed to attract students’ attention and to make
teachinglearning activities more interesting and also effective. The use of media in teaching-
learning process is not a new thing as it has been used for a long period of time.
Media give students something new, but not all of teachers know how to implement it
correctly, so sometimes media disturb learning process instead of helping students in learning
process. This situation causes a problem. The use of media is questioning whether it really
helps teachinglearning activities or not. Based on that assumption, the writer wants to find out
the fact of the use of media in teaching- learning process, whether media can help teaching-
learning process or not.
Usually use of media is very useful in teaching and learning since by this we can use pictures
from encyclopedia or else, a globe, a map, and internet to teach social studies. the students
had to find all-important information including the map, flag, landmark, famous buildings,
mountains, traditions, etc. By using media in teaching, students’ improvement can be seen
clearly. The use of media in teaching- learning process has also several advantages. Media
could raise the students’ interest of the lesson and media is important to lead students’
attention. Media increase students’ responsibility to control their own learning. In brief, we
can say that the use of media in teaching- learning activity is good.

Creates an Authentic Learning Experience.

Using newspapers, brochures, job application forms and news broadcasts provides authentic
opportunities for students to learn using real-world media. This method simulates real-life
experiences in which students must read, evaluate and interpret information based on items
that they need in their daily lives. When students use objects from the real world, they can see
the connection between what they learn in school and how they can use the knowledge as a
member of society.

Strengthens Critical-Thinking Skills.

Teachers can use media to hone critical-thinking skills. Students can write about a song,
interpret a movie or interpret a news broadcast. Teachers can use the media to ask probing
questions and facilitate discussions that extend beyond basic comprehension questions.
Teachers can also create projects in which students develop their own media, using classroom
media as a model. This hands-on activity challenges students to formulate media, using their
own creativity and interpretations from classroom media.

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Teaches Students to Use Media.
Using media in the classroom teaches students how to use and care for resources to further
their education. Students not only learn how to use the Internet, a dictionary or a newspaper
for information, but they also learn how to care for and protect the items they use, according
to the Center for Media Literacy. Students can also learn how to determine the value of media
and learn methods to contribute to society, producing their own media.

Appeal to Multiple Learning Styles.

Media appeal to visual, auditory and kinesthetic learners. Students can watch a movie, listen
to music or interact with digital media on an interactive Smart Board. Effective teachers do
not rely on teaching students in merely one style but use a variety of styles to reach the
greatest number of students. Providing a rich learning experience through classroom media
keeps students focused and engaged in learning.
In conclusion, the media has the power of educating people, the good and the bad. Since it
affect the eyes, the ears and the mind simultaneously nothing can overcome the influence of
the media. The media in the advanced society should perform a noble mission of enlightening
people and discourage sectarian, communal and divisive trends.
Media integration is consistently referred to as a relatively new phenomenon in education.
Although complete media integration is not yet commonplace in classrooms throughout the
country, media’s use in the classroom, much like that of technology, is seemingly old hat
Although “movie day in the classroom” has shifted from slides and projectors to DVDs and
YouTube as a result of rapidlychanging technologies in the 21st century, media use in the
classroom remains prevalent none the less .Hardly a country in the world is spared
controversy in education, but when one looks behind the sometimes anarchic scenes, there is
a lot about which to be optimistic and hopeful.
Traditionally, the mass media and education have enjoyed a love-hate relationship. On one
hand television and newspapers particularly, have provided extensive and extremely useful
education content. On the other, however, their newsrooms never seem to hesitate when
controversy rears is ugly head. The power of media is so extensive and huge; it can be used to
educate people with very little cost. Media today is to inform the people about the latest
happening around them and the world. They cover all aspects of our interest like weather,
politics, war, health, finance, science, fashion, music, etc. The need for more and more news
has evolved into creation of dedicated TV & radio channels and magazines. People can listen,
watch and read latest news whenever and wherever they want.

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QUESTION 3b
Discuss the implications of development in educational technology in Kenya. (10 Marks)

The rapid advancement of technology has greatly influenced various aspects of our lives,
including education. In recent years, educational technology has emerged as a significant tool
for transforming the way knowledge is imparted and acquired. In the Kenyan context, the
development of educational technology brings forth a plethora of implications that reshape
the education sector. These implications range from improving access to education and
enhancing the quality of learning to facilitating teacher professional development and
promoting customized and personalized learning experiences.
One of the significant implications of educational technology in Kenya is its potential to
expand access to education, particularly in remote or underserved areas. With the advent of
online learning platforms, digital content, and mobile applications, students residing in
geographically isolated communities can now access educational resources and participate in
virtual classrooms. This bridging of the educational divide between urban and rural areas
holds the promise of democratizing education and increasing opportunities for lifelong
learning.
Moreover, educational technology has the capability to enhance the quality of education in
Kenya. By providing multimedia content, interactive simulations, and virtual laboratories,
technology-enabled learning resources enable students to visualize complex concepts, engage
in hands-on experimentation, and benefit from interactive learning experiences. Furthermore,
technology-driven assessments offer instant feedback, allowing educators to identify students'
weak areas and provide targeted support, ultimately leading to improved learning outcomes.
Another implication of educational technology in Kenya lies in its potential to support the
professional development of teachers. Online training courses, webinars, and collaborative
platforms enable educators to acquire new pedagogical skills, learn effective technology
integration strategies, and stay updated with the latest educational practices. Through
convenient and accessible professional development opportunities, teachers can enhance their
teaching practices, resulting in improved instructional quality and student engagement.
Furthermore, educational technology allows for customized and personalized learning
experiences for students in Kenya. Adaptive learning technologies can adapt the pace,
content, and difficulty level according to individual students' abilities and learning styles.
This customized approach empowers students to learn at their own pace, address specific
learning gaps, and experience appropriate challenges. As a result, personalized learning
experiences foster increased engagement, motivation, and better learning outcomes.
In addition to individualized learning, educational technology promotes collaborative
learning and effective communication. Online platforms and tools facilitate virtual group
discussions, cooperative projects, and peer-to-peer feedback, promoting collaborative skills
and active learning engagements among students. Moreover, technology enables seamless
communication and information sharing between teachers, students, and parents, enhancing
the home-school relationship and fostering a supportive educational environment.

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Financial considerations are also implicated with the development of educational technology
in Kenya. By employing digital textbooks, online learning materials, and open educational
resources (OER), educational institutions can significantly reduce the costs associated with
physical textbooks and learning materials. Additionally, the implementation of online
learning solutions eliminates the need for extensive physical infrastructure, reducing
construction and maintenance expenses.
Lastly, educational technology plays a vital role in bridging the skills gap among students in
Kenya. As the demand for digital literacy and technical skills increases in the job market,
technology-integrated education equips students with the necessary skills and competencies.
Training in computer literacy, coding courses, and access to online resources enable students
in Kenya to acquire the essential 21st-century skills required for future employment
opportunities.
The implications can either be positive or negative as discussed below:

1. Enhances Customized and Personalized Learning.

Educational technology allows for customized and personalized learning experiences.
Adaptive learning technologies can adapt the pace, content, and difficulty level based on
individual students' abilities and learning styles. This personalized approach enables students
to learn at their own pace, filling in gaps in their knowledge and challenging them
appropriately. Customized learning experiences lead to increased student engagement and
better learning outcomes. Customized and personalized learning is a positive educational
implication of the development in educational technology in Kenya. With the integration of
technology in the educational landscape, learners can experience tailored and individualized
learning experiences that cater to their unique needs, abilities, and learning styles. This
approach to learning offers several benefits for students in Kenya.

Broadly defined, digital personalized learning can be considered as “the ways in which
technology enables or supports learning, based upon particular characteristics of relevance or
importance to learners.” Such tools utilize the potential of technology to facilitate learning
which is driven by student needs and interests. For instance, DPL tools could be designed to
adapt to the student’s pace of learning, or else provide educational content tailored to the
student’s interests or current learning level.

Digital personalized learning (DPL) is a broad umbrella term that encompasses a range of
approaches. You might have previously heard of a number of other terms, including
‘personalized adaptive learning’ (PAL), ‘computer-assisted learning’ (CAL), ‘computer-aided
learning’ (also CAL), ‘computer-aided instruction’ (CAI), and ‘intelligent/cognitive tutoring
systems’ (ITS/CTS). While there is much commonality between these terms, not all fall under

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the umbrella of DPL – there are some subtle differences to each approach which demands
consideration.

BENEFITS OF CUSTOMIZED AND PERSONAL LEARNING.

a) Differentiated Instruction.
Educational technology allows for differentiation in instruction. Adaptive learning
technologies and digital platforms can dynamically adjust the pace, content, and difficulty
level based on each student's progress, ensuring that they are appropriately challenged while
also receiving support in areas where they struggle. This personalized approach ensures that
students are not held back by the pace of the entire class and allows them to advance at their
own speed.
b) Targeted Remediation and Enrichment.
Educational technology enables targeted remediation for students who require additional
support in specific areas. Through data-driven assessments and analytics, technology can
identify students' weaknesses and provide them with focused interventions, such as additional
practice exercises, interactive tutorials, or personalized feedback. Similarly, technology can
also offer enrichment opportunities for advanced learners, providing them with more
challenging and stimulating content that goes beyond the standard curriculum.

c) Individualized Learning Paths.

Educational technology provides the ability to create unique learning paths for each student.
Learning management systems and online platforms allow students to navigate through the
curriculum at their own pace and choose from a variety of resources to explore topics of
interest. This flexibility empowers students to take ownership of their learning journey and
pursue areas that resonate with their personal interests and strengths.
d) Access to Diverse Learning Resources.
One of the most significant advantages of educational technology is the vast array of diverse
learning resources available at students' fingertips. Digital libraries, online textbooks,
interactive multimedia content, educational apps, and open educational resources provide
students in Kenya with access to a wide range of materials that suit their preferences and
support their learning styles. This abundance of resources ensures that learners can engage
with content in various formats, enhancing their understanding and retention.
e) Enhanced Engagement and Motivation.
Personalized learning experiences facilitated by educational technology tend to increase
student engagement and motivation. When learners have the autonomy to make choices in
their learning, are presented with content that aligns with their interests, and can progress at

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their own pace, they are more likely to remain engaged and motivated. The interactive nature
of technology-enhanced activities and the immediate feedback provided also foster a sense of
accomplishment and encourage students to persist in their learning journey.

f) Individualized Support and Feedback.

Technology integration allows for continuous monitoring of student progress and facilitates
targeted support and feedback. Online learning platforms can collect data on student
performance, identify areas of weakness, and generate feedback and recommendations for
improvement. This timely and individualized support helps students understand their
strengths and areas for growth, allowing them to make adjustments and progress in their
learning effectively.

2. It improves teacher Training and Professional Development.

Educational technology can support teacher professional development by providing online
training courses, webinars, and collaborative platforms. Teachers can acquire new
pedagogical skills, learn about effective use of technology in the classroom, and stay updated
with the latest educational trends. Technology-enabled professional development helps
teachers enhance their teaching practices, leading to improved learning outcomes for
students. Educational technology provides teachers with new and innovative tools for
improving their teaching practices, enhancing student learning outcomes, and keeping up
with the evolving education landscape. Here are some key points to discuss regarding teacher
professional development in the context of technological advancements in Kenya:
Educational technology opens up a vast array of online resources and professional
development platforms that teachers can access anytime and anywhere. Through online
courses, webinars, and educational websites, teachers can access high-quality teaching
materials, research-based strategies, and best practices from around the world.
Technology also enables teachers to connect and collaborate with educators both within
Kenya and globally. Online forums, social media groups, and virtual communities facilitate
sharing of ideas, experiences, and resources. Teachers can engage in collaborative lesson
planning, problem-solving, and discussion, leading to increased professional growth and
knowledge-sharing opportunities.
With technology, teachers can pursue personalized and self-paced professional development.
They can choose relevant courses, workshops, and programs that align with their specific
needs and interests. This enables teachers to address their professional learning gaps and
acquire new skills tailored to their individual teaching contexts.
Technology also allows for the implementation of blended learning models in teacher
professional development. This includes a combination of face-to-face workshops or training
sessions, as well as online learning components. This blended approach offers flexibility,
promotes active learning, and encourages collaboration among teachers.

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Moreover, technology facilitates ongoing professional development by providing continuous
feedback and assessment. Online platforms and tools enable teachers to receive feedback on
their teaching practices, engage in reflective practices, and seek support from mentors or
peers. They can track their progress over time and make necessary adjustments for
improvement.
Lastly, Rapid technological advancements push teachers to adopt new instructional strategies
and pedagogical approaches. Teachers can learn innovative methods of integrating
technology into their teaching practices, such as using interactive multimedia resources,
flipped classrooms, and online assessments. This transformation enhances student
engagement, critical thinking, and problem-solving skills.

3. Increased access to Education.

Educational technology has the potential to greatly improve access to education, especially in
remote or underserved areas. Through online learning platforms, digital content, and mobile
applications, students in even the most remote parts of Kenya can access educational
resources and participate in virtual classes. This helps bridge the educational divide between
urban and rural areas and increases opportunities for lifelong learning.
Educational technology has the potential to bridge the educational gap between urban and
rural areas. By providing online educational resources, students in remote or marginalized
regions can access the same quality of education as their urban counterparts, reducing the
disparity in educational opportunities. With educational technology, learners in Kenya can
access educational content anytime and anywhere, regardless of geographical location. This
flexibility accommodates students who may face challenges attending traditional classrooms
due to distance, work commitments, or other responsibilities.
Traditional forms of education often come with additional costs such as transportation,
accommodation, and textbooks. Educational technology significantly reduces these costs as
students can access digital resources and courses using devices like smartphones and laptops.
This cost-effectiveness makes education more affordable and accessible to a wider
population.
Educational technology enables personalized learning experiences, catering to individual
learning needs and preferences. Adaptive learning platforms and intelligent tutoring systems
can provide customized content and assessments, allowing students to focus on areas that
require more attention and progress at their own pace. According to Dr. Were Dinah, PSY
lecture class, she says that there are different categories of leaners e.g. slow learners, fast
learners and the gifted and talented. So educational development and technology provides
platforms that enables the learners to move at their own pace and at their own level of
understanding.
Educational technology offers language support and accessibility features, benefitting
students with disabilities or those who speak languages other than English or Swahili.
Translations, captions, and text-to-speech functionalities make educational content more
accessible to diverse learners, ensuring inclusivity in the education system.

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Through online courses and programs, educational technology provides opportunities for
individuals to acquire new skills or upgrade their existing ones. This enables learners in
Kenya to enhance their employability and adapt to the evolving job market, contributing to
economic development and social mobility.

4. Collaboration and communication.

The development of educational technology has had a significant impact on fostering
collaboration among students, teachers, and institutions. Educational technology facilitates
collaboration and communication among students, teachers, and educational institutions.
Online platforms and tools enable students to participate in virtual group discussions, engage
in cooperative projects, and receive feedback from peers and teachers. It also allows for
seamless communication between teachers and parents, promoting a strong home-school
partnership. Here are some key points to discuss regarding the impact of educational
technology on collaboration:
Educational technology tools, such as online discussion boards, video conferencing
platforms, and collaborative document editors, enable real-time communication and
connectivity among learners and educators. This allows individuals to engage in discussions,
share ideas, and work together on projects, regardless of their physical location. It also has
facilitated the formation of virtual learning communities, where like-minded individuals can
connect and collaborate. These communities, such as online forums and social media groups,
encourage knowledge-sharing, support, and collaboration among learners with similar
interests or educational goals.
Educational technology breaks down geographical barriers and enables students to
collaborate with peers and professionals from around the world. Through online platforms,
students can engage in cross-cultural exchanges, collaborate on international projects, and
gain exposure to different perspectives and ideas.
Educational technology supports collaborative learning approaches, such as group projects
and peer-to-peer learning. Students can work together on assignments, share resources,
provide feedback, and learn from each other's experiences. This encourages teamwork,
critical thinking, and problem-solving skills.
Also, Educational technology provides avenues for teachers to collaborate and engage in
professional development activities. Online platforms and discussion forums facilitate teacher
communities, where educators can exchange ideas, share teaching resources, and collaborate
on lesson plans. This collaboration enhances professional growth and improves teaching
practices. It also promotes collaboration among educational institutions, enabling them to
share resources, expertise, and best practices. Through online networks and platforms,
schools and universities can collaborate on research projects, curriculum development, and
joint initiatives, enhancing the overall quality of education.
Lastly, connects educational institutions with industry professionals, fostering collaboration
between academia and the real world. This collaboration can take the form of guest lectures,
industry projects, internships, or mentorship programs, providing students with valuable
insights and opportunities to apply their knowledge in practical settings.

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 5. It enhances skills development for future.
The development of technology has had a significant impact on enhancing skill development
across various domains. Technology has become an essential component of modern life, and
proficiency in using digital tools and resources is crucial. Educational technology equips
learners with digital literacy skills, enabling them to navigate digital platforms, access
information, communicate effectively, and utilize digital tools for various purposes.
The vast amount of information available online requires individuals to develop information
literacy skills. Technology provides learners with the ability to evaluate the credibility and
reliability of online sources, identify relevant information, and synthesize it to form informed
opinions. These skills are vital in an era of information overload.
Also, Technology offers interactive and immersive learning experiences that encourage
critical thinking and problem-solving. Educational technology platforms often incorporate
simulations, games, and virtual environments that challenge learners to analyze situations,
make decisions, and solve complex problems, fostering higher-order thinking skills.
Technology opens up avenues for creative expression and innovation. Tools such as graphic
design software, video editing programs, coding platforms, and 3D modeling applications
enable learners to explore their creative potential and develop innovative solutions to real-
world challenges. Technology empowers individuals to unleash their imagination and turn
ideas into reality.
The use of technology in education develops communication and collaboration skills. Online
platforms, video conferencing tools, and social media networks enable individuals to connect,
collaborate, and work together remotely. This fosters effective communication, teamwork,
and virtual collaboration, preparing learners for the global, interconnected world.
The advancement of technology has created a demand for technical and digital skills in the
workforce. Educational technology provides opportunities for learners to acquire these skills,
including coding, programming, data analysis, digital marketing, and web development.
Proficiency in these areas enhances employability and equips individuals with skills relevant
to the digital age. Technology is continuously evolving and requires individuals to be
adaptable and embrace lifelong learning. By incorporating technology into education,
learners develop a growth mindset, become accustomed to learning new technologies, and
adapt to changing circumstances. These skills are crucial in a world where technological
advancements are constant.

In conclusion, the development of educational technology in Kenya has the potential to

revolutionize the education sector, by providing access to quality education, improving
teaching and learning processes, and bridging the education gap between urban and rural

26
areas. However, challenges such as lack of infrastructure and digital literacy among teachers
and students need to be addressed for these benefits to be fully realized

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QUESTION 3c
Analyze the challenges posed by technology on education in developing nations. (10 Marks)

Developing countries are third world countries. Technology has become an integral part of
education worldwide, offering numerous benefits such as improved access to information,
enhanced collaboration and personalized learning experiences. Technology has become a
driving force for social, economic, and educational development in developing countries,
offering opportunities for innovation, growth, and connectivity. However, along with its
transformative potential, technology also poses significant challenges that must be addressed
to ensure equitable and sustainable progress.
Today’s technology is ultra-advanced, which we are experiencing in our day-to-day life either
through personal experience or through the media around us. Satellites, drones, mobiles,
artificial intelligence, virtual reality, internet, 3D printing, robotics and blockchain are all
shaking up the world as we know it. Advancement in science and technology has made
people to believe that technological advancement will lead to machines and robots replacing
human beings, rendering large swaths of the population jobless, while some section sees
enormous potential for least developed countries to leapfrog along their development
trajectories. Although, technology poses many challenges for developing countries, who want
to take advantage of the opportunities presented by the fourth industrial revolution, these
countries will need to put in place certain measures to tackle issues around accessibility,
affordability and the application of technologies.
Technology is a star attraction for the whole world in the new age and the existing literature
is replete with studies covering every aspect of technological move whether it be successes of
technology or barriers of technology in adopting it. The world has advanced one step ahead
of industrial revolution and memories of industrial revolution have been transcended by new
media revolution or Information revolution. Currently we are living in an information age;
hence we must think of it to catch the pace of faster growth. Developed countries are thinking
ahead of time, developing countries are running fast to catch the train, but major concerns
remain are least developed countries, those are notoriously lagging in the race. Everyday ICT
is offering new innovations, new technological breakthroughs, new product lines, new
opportunities for those countries that are in line of technological race. In the case of Low
developed countries like Kenya there are needs to analyze every aspect of success and failure
of technological adoption and adaptation in countries perspective. There is very little
literature available that offers the same within a theoretical framework and seldom gives
voice to the end user. Every country has a different situational context influenced by many
visible and non-visible aspects. We must understand the situational context, as every nation
has its own unique set of trials, tribulations, and strengths that may or may not impact
innovation adoption. Innovation adoption theories applied to one country may not fit to
another country, hence individual study and analysis is much needed to ensure appropriate
technological success.
However, in developing countries like Kenya, the integration of technology in education also
presents significant challenges that need to be addressed. Below are analyzed challenges
posed by technology on education in developing countries, with a focus on issues as limited

28
 access to digital resources, cyber security, inadequate infrastructure, disparities in digital
literacy skills and the potential for widening the digital divide. By examining these
challenges, we can gain a better understanding of the barriers that hinder the effective
implementation of educational technology in developing nations and explore strategies to
overcome them.

CHALLENGES POSED BY TECHNOLOGY IN DEVELOPING COUNTRIES.

1. DIGITAL DIVIDE.

The digital divide represents the gap between individuals who have easy access to resources
like computers and the internet and those who do not. Without access to the internet and
related digital technology, people are at a disadvantage socially and economically. They
cannot participate as easily in society or invest as easily in their education and skills.

Leaders around the world should work together to close the digital divide in developing
countries in particular. Without dedicated efforts, the lack of funding and underlying
infrastructure in developing countries will cause individuals who are already behind to fall
further behind in the digital age. There is a significant digital divide between urban and rural
areas, as well as among different socio-economic groups within developing nations. This
disparity in access to technology can widen educational inequalities.

CAUSES OF THE DIGITAL DIVIDE IN DEVELOPING COUNTRIES

People often assume that the main cause of the digital divide is inequality in access to the
internet. While affordable internet is an important resource for individuals to participate in
digital development, there are multiple factors that cause the digital divide. For example, all
the following issues can inhibit digital inclusion in society:

 Lack of access to the internet, including not having sufficient bandwidth for tasks like video
and audio conferencing.
 Lack of education and digital literacy training to use technology effectively.
 Inadequate infrastructure, including not having reliable electricity.
 Lack of access to technology, such as computers and other devices.
 Lack of safe storage locations for devices.

Countries are classified into one of three categories: developed economies, economies in
transition, and developing economies. A developing country has a low- or middle-income
economy. Because developing countries do not have as significant a wealth or tax base as
developed countries, there is typically poor electrical infrastructure and unreliable internet
access. The layers of supporting infrastructure aren’t readily available to society, which leads
to a widening digital divide.

CHALLENGES POSED BY DIGITAL DIVIDE.

One of the primary challenges of the digital divide is the unequal access to technology
devices such as computers, smartphones, and tablets. Many individuals in developing

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 countries do not own or have limited access to these devices, hindering their ability to benefit
from digital resources and services.

Internet Connectivity-Access to high-speed internet is essential for leveraging online

resources, communication tools, and educational platforms. However, the lack of reliable
internet infrastructure in rural and underserved areas of developing countries creates a barrier
to accessing information and participating in the digital economy.

Access to Technology-Even when technology is available, many individuals in developing

countries lack the necessary skills and digital literacy to effectively use digital tools. This
skills gap hampers their ability to take full advantage of technology for learning, work, and
communication.
Affordability-The cost of technology devices, internet connectivity, and data plans can be
prohibitive for many individuals in developing countries, especially those living in poverty.
Affordability issues further widen the digital divide and limit access to digital opportunities.
Gender Disparities-Gender inequalities exacerbate the digital divide in developing
countries, with women and girls facing additional barriers to accessing and using technology.
Societal norms, limited educational opportunities, and lack of empowerment contribute to the
underrepresentation of women in the digital sphere.
Disparities in digital access and connectivity are often more pronounced between rural and
urban areas in developing countries. Rural populations tend to have limited access to
technology infrastructure, internet connectivity, and digital services compared to urban areas.
Addressing the digital divide in developing countries requires a multi-faceted approach that
includes infrastructure development, digital skills training, affordability measures, and
gender-inclusive policies. Governments, non-governmental organizations, private sector
partners, and international organizations play a crucial role in bridging the digital divide and
ensuring equitable access to technology for all individuals, regardless of their socio-economic
background or geographic location.

EFFECTS OF THE DIGITAL DIVIDE.

There are three primary effects of the digital divide in developing countries, which fall into
the following categories:

 Lower quality of life

 Less successful economy
 Lack of education

IMPACTS OF DIGITAL DIVIDE ON DEVELOPING COUNTRIES.

The digital divide impacts much of life in developing countries by both limiting access to
modern technology as well as keeping these countries from advancing further.

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 Impact on Quality of Life

In both developing countries and developed countries, the digital divide creates a wider gap
between classes in society. Because more than eight out of ten middle-skill jobs require
digital skills, individuals without access to digital technology aren’t able to attain those jobs.
Middle-skill jobs that don’t require digital skills and low-skill jobs typically have lower pay
than middle-skill jobs that do require digital skills. As a result, families can get stuck in a
pattern of lower income work, less education, and a lower quality of life that is difficult to
overcome.

Impact on the Economy

Historically, industrial revolutions have contributed to advancing societies past previous

patterns of life:

 The first industrial revolution, in the eighteenth century, used water and steam power to
mechanize manufacturing processes, allowing for easier and faster labor.
 The second industrial revolution, in the late nineteenth century, used electricity to support
factories and mass production.
 The third industrial revolution, in the twentieth century, used computers and technology for
further automation of production.
 The fourth industrial revolution is ongoing and aims to use artificial intelligence (AI) along
with robotics and other sophisticated technology to advance production further.

However, countries that are not able to close the digital divide are at a disadvantage in the
digital economy. They can’t contribute as fully in trade, and education often lags behind.
Without this kind of foundation in society, emerging economies suffer and there is a limit to
citizens’ ability to advance. In the fourth industrial revolution, the AI digital divide is
widening particularly quickly. Advancements are happening faster than ever before, and
some countries don’t have the basic computer and technology skills developed in the third
industrial revolution yet.

Impact on Education

The digital divide prevents students from getting the same level of education as students with
greater access to technology. Students that don’t have a computer at home, for example, were
at a disadvantage during the COVID-19 pandemic, which forced many schools to move to
virtual learning. These disadvantages compound as a lack of adequate education prevents
young students from gaining the skills required to earn jobs with advancement opportunities.
To solve these inequalities, policymakers need to consider 5G questions around making
technology like 5G available equitably around the world.

2. CYBER SECURITY.

Cybersecurity is a critical issue that poses significant challenges for developing countries as
they increasingly rely on technology for various aspects of governance, commerce,
communication, and education.

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The main dilemma being faced in cyberspace is lack of universal understanding of
definitions, norms, values, rules, regulations and laws on the use of internet in general and the
prosecution of criminals in particular.

Developed countries have started exploiting the vulnerabilities of cyberspace to gain

supremacy and influence over their rivals. To be able to use the cyberspace, the developing
countries rely on the products made by the western world and what is more important is that
they use the technology developed by the same countries to protect their information.

Between the years 2000 and 2010, the global usage of internet went from 360 million users to
over 2 billion users. This usage explosion was due because cyberspace became a lot more
effective and productive. Although the usage of cyberspace has many advantages, it also has
some disadvantages. The most important one, is that there are no physical borders to it.
Moreover, the anonymity offered by cyberspace has helped criminals to get away with almost
any illegal usage of the web.

Cyber-attacks can harm the national interest of all countries, especially the potential harm to
economic growth. Because the internet is a borderless globally connected network, cyber
attackers can harm other countries by using computer’s in the countries where there is poor
cyber-security and remain anonymous. The openness of the Internet thus requires all nations
to have effective cybersecurity policies to have a safe and secure Internet. Much of the effort
to address this issue is done by the western world, here are shown a few examples:

Germany has established National Cyber Response Centre under the Federal Office for
Information Security and the National Cyber Security Council.

China is developing its military cyberspace capabilities to gain strategic advantages being an
emerging superpower.

In 2012, developing countries like Pakistan, Egypt, Philippine and Kenya were ranked
amongst the top ten countries hosting the compromised computers (bots) and initiating
malicious activities, without the consent of the owner of compromised computer Countries
like this should enforce the law to achieve a safer global cyberspace.

A recent cybersecurity report on Kenya says businesses are losing about $146 million every
year to cyber-crime. South Africa’s Sunday Times newspaper reported that hackers launched
6,000 cyber-attacks against South African infrastructure, internet service providers (ISPs) and
businesses in October 2015 alone.

Because of the huge financial gains, in the world of cybercrime they are developing new
techniques at a fast rate. This development is making the security models and the detection
techniques useless. Furthermore, the false sense of security and the inefficiency of security
tool makes the criminal’s job easier.

The problem with developing countries is that they use existing popular templates rather than
creating their own and this makes it very easy for the hacker to get into the system and
manipulate it.

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Technical competence and awareness are thought as pressing issues to achieve cybersecurity
in developing nations. The government should start to work with young people with good
computer skills who might otherwise be tempted to use them for illegal purposes.

Developing countries often have limited resources to invest in cybersecurity measures, such
as advanced technologies, skilled professionals, and robust infrastructure. This lack of
resources makes them more vulnerable to cyber threats and attacks.
Also, cybersecurity awareness among the general population, businesses, and government
agencies in developing countries is often low. This lack of awareness makes individuals and
organizations more susceptible to social engineering tactics, phishing scams, and other cyber
threats.
Developing countries may also have inadequate or outdated legal frameworks related to
cybersecurity, data protection, and privacy. The absence of comprehensive laws and
regulations can create loopholes that cybercriminals exploit for malicious activities.
Inadequate cybersecurity infrastructure, including outdated software, unsecured networks,
and lack of encryption protocols, can expose developing countries to cyber-attacks. Critical
infrastructure such as power grids, healthcare systems, and financial institutions are
particularly vulnerable.
Protecting personal data and sensitive information is crucial for maintaining trust in digital
services. Developing countries may struggle to enforce data privacy regulations and secure
databases, leading to breaches that compromise individuals' privacy and security. Developing
countries are increasingly interconnected with the global digital economy, exposing them to
cyber threats originating from other regions. Cross-border cyber-attacks and cyber espionage
pose risks to national security and economic stability. Third world countries are increasingly
interconnected with the global digital economy, exposing them to cyber threats originating
from other regions. Cross-border cyber-attacks and cyber espionage pose risks to national
security and economic stability.

3. TEACHER TRAINING.
Teachers in developing nations may lack the necessary skills and training to effectively
integrate technology into their teaching practices. Professional development opportunities are
essential to address this challenge. Training is one of the main parts in use and spread of
technology, but in African countries or developing countries, particularly in Kenya, training
in standardization and testing has been insufficient and when available been expensive or
involved travel. Training facilities are not commonly available, it may be due to insufficient
infrastructure, lack of policy matters, social and cultural acceptance and insufficient
qualifying skills, this has resulted in a lack of understanding of test results when they are
submitted from accredited laboratories. There is a lack of understanding of international
standards concerning the implementation of interoperability of ICT devices and systems
among Kenyan teachers.

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 4. HIGH COST OF TECHNOLOGY/SUSTAINABILITY/COST.
Sustainability poses a critical challenge in developing countries regarding the adoption and
utilization of technology. The rapid pace of technological advancement often leads to issues
such as inadequate e-waste management systems, resource depletion from electronic device
production, and high energy consumption from technology infrastructure. These factors
contribute to environmental degradation, health hazards, and carbon emissions, impacting the
long-term sustainability of these nations. Additionally, the digital divide and lack of digital
skills development can hinder inclusive growth and exacerbate socio-economic inequalities.
Building resilient infrastructure, promoting digital literacy, implementing effective regulatory
frameworks, and investing in renewable energy sources are essential steps for developing
countries to address sustainability concerns and ensure that technology contributes positively
to their overall development in a sustainable manner.

5. INADEQUATE TECHNOLOGICAL INFRASTRUCTURE.

Infrastructure challenges present significant obstacles to technology adoption and utilization
in developing countries, impacting various sectors such as education, healthcare,
communication, and economic development. Inadequate infrastructure, including unreliable
electricity supply, limited internet connectivity, and lack of access to technology devices,
hinders the effective integration of technology in these nations. Many developing countries
struggle with frequent power outages, especially in rural areas, which disrupt the functioning
of technology-dependent services and impede progress. The absence of reliable electricity not
only affects the operation of technology devices but also limits the implementation of digital
solutions in critical areas such as healthcare delivery and education.
Moreover, the digital divide between urban and rural areas, as well as among different socio-
economic groups, exacerbates infrastructure challenges in developing countries. Unequal
access to high-speed internet, a crucial component for leveraging technology, further widens
the gap between those who can benefit from digital resources and services and those who
cannot. Rural populations often face limited internet coverage and connectivity issues,
hindering their access to online education platforms, e-learning resources, and digital
communication tools. This disparity in digital access not only perpetuates educational and
economic inequalities but also restricts the overall socio-economic development of
underserved communities.
Cost also plays a significant role in infrastructure challenges related to technology adoption
in developing countries. Implementing and maintaining technology infrastructure, including
purchasing devices, training personnel, and ensuring connectivity, can be financially
burdensome for nations with limited resources. The high cost of technology equipment,
software licenses, and maintenance services poses a barrier to widespread technology
adoption in schools, healthcare facilities, and government institutions. Insufficient funding
for technology initiatives further complicates efforts to improve infrastructure and expand
access to digital services, limiting the potential benefits of technology for socio-economic
development.
Addressing infrastructure challenges in developing countries requires a comprehensive
approach that involves strategic investments in energy infrastructure, telecommunications

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networks, and digital connectivity. Governments, in collaboration with private sector partners
and international organizations, need to prioritize infrastructure development to support
technology integration across sectors. Initiatives such as rural electrification programs,
internet connectivity projects, and capacity-building efforts for technology adoption can help
bridge the infrastructure gap and create a more conducive environment for leveraging
technology for sustainable development in developing countries.
6. LIMITED ACCESS TO DIGITAL RESOURCES.
Limited access to digital resources poses a significant challenge in developing countries like
Kenya, hindering the effective utilization of technology for socio-economic development.
The digital divide, both in terms of infrastructure and affordability, remains a pressing issue,
particularly in rural and underserved areas. In Kenya, disparities in internet connectivity and
access to technology devices contribute to unequal opportunities for education, information
access, and economic participation. Remote regions often lack reliable internet infrastructure,
limiting the availability of online resources and hindering digital inclusion efforts.
Also, the high cost of technology devices, internet connectivity, and data plans presents a
barrier to accessing digital resources in Kenya. Many individuals and communities,
especially those living in poverty, struggle to afford smartphones, computers, and internet
services, limiting their ability to benefit from online learning platforms, e-commerce
opportunities, and digital communication tools. The affordability of technology remains a
significant challenge in bridging the digital divide and ensuring equal access to digital
resources for all Kenyan citizens.
Digital literacy and skills development are crucial factors in overcoming the limited access to
digital resources in Kenya. Educational initiatives and training programs are essential for
equipping individuals with the necessary skills to navigate digital platforms, utilize online
resources effectively, and leverage technology for personal and professional growth.
However, the lack of comprehensive digital literacy programs and limited access to quality
education in some areas of Kenya hinder efforts to bridge the skills gap and promote
widespread digital inclusion.
Government initiatives, private sector partnerships, and community-driven projects can play a
key role in expanding internet connectivity, reducing the cost of technology devices, and
promoting digital literacy across the country. By addressing these barriers and fostering a
culture of digital inclusion, Kenya can unlock the transformative potential of technology for
sustainable development, economic empowerment, and improved quality of life for its
citizens.

Information technology has advanced much as we confirm from today’s popular apps, such as
Facebook, Twitter, WhatsApp, Instagram, Telegram, YouTube, etc., which costs particularly
nothing today to process information in one country and transmit it to people in other
countries or even other continents. Adoption of technology have been witnessed all over the
world, as free flow of information across the nations is blurring the national boundaries and
integrating the nations of the world economically and even socially. Many Kenyans,
especially the youth, spent much of their time on social media platforms thus exploring the
technological advancements in Kenya.

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STRATEGIES PUT IN PLACE TO HANDLE THE CHALLENGES POSED BY
TECHNOLOGY IN THIRD WORLD COUNTRIES.
1. Reducing the cost of technology through subsidies or through partnership with
technology developed countries.
Reducing the cost of technology is a crucial strategy to address the challenges posed by
technology in developing countries, particularly in enhancing digital inclusion and promoting
equitable access to digital resources. Lowering the cost of technology devices, internet
connectivity, and data plans can help bridge the digital divide and expand opportunities for
education, economic participation, and innovation. Governments, private sector entities, and
international organizations can collaborate on various initiatives to make technology more
affordable and accessible to underserved populations in developing countries
One approach to reducing the cost of technology is through subsidy programs and incentives
that aim to make devices more affordable for low-income individuals and communities.
Governments can offer subsidies for smartphones, computers, and other technology devices,
as well as provide discounts on internet services to make them more accessible to
marginalized populations. By leveraging public funds and partnerships with tech companies,
governments can ensure that cost-effective technology solutions reach those who need them
the most, enabling greater participation in the digital economy and society.
In addition to subsidies, promoting competition and innovation in the technology market can
help drive down costs and improve affordability for consumers in developing countries.
Encouraging local tech startups, fostering entrepreneurship, and creating a conducive
regulatory environment can stimulate competition among technology providers, leading to
lower prices and more diverse product offerings. By supporting a thriving tech ecosystem,
developing countries can spur technological advancements, reduce barriers to entry for new
players, and ultimately make technology more accessible to a wider range of users.
Furthermore, investing in digital skills training and capacity-building programs can empower
individuals to maximize the benefits of affordable technology solutions. By equipping people
with the necessary digital literacy and technical skills, they can effectively utilize technology
for education, entrepreneurship, and personal development. Training initiatives focused on
digital skills can enhance the overall digital readiness of communities in developing
countries, enabling them to leverage technology for social empowerment, economic growth,
and improved quality of life.

2. Developing technological infrastructure through investments in technological

power and telecommunication.
By prioritizing the expansion and enhancement of power grids, governments can ensure
reliable electricity supply to support the operation of technology devices, data centers, and
communication networks. Investing in renewable energy sources such as solar and wind
power can not only improve energy access in remote areas but also promote sustainability
and reduce the environmental impact of technology adoption. Reliable power infrastructure is
essential for driving economic growth, enabling digital services, and fostering innovation in
developing countries.

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Similarly, investments in telecommunication infrastructure play a crucial role in bridging the
digital divide and expanding access to technology in developing nations. Building robust
telecommunications networks, including broadband internet and mobile connectivity, can
facilitate communication, information sharing, and online access to resources for individuals
and communities. By improving connectivity in remote and underserved areas, governments
can promote digital inclusion, empower marginalized populations, and create opportunities
for economic development through e-commerce, online education, and telemedicine services.
Telecommunication investments can also enhance disaster response capabilities, improve
public safety, and strengthen overall resilience in developing countries.
Moreover, fostering public-private partnerships and attracting foreign direct investment in
technological power and telecommunication infrastructure can accelerate the development of
digital ecosystems in developing countries. Collaborating with private sector entities can
bring expertise, resources, and innovation to infrastructure projects, leading to more efficient
deployment of technology solutions and services. By creating a conducive environment for
investment in technological infrastructure, developing nations can leverage external funding
and expertise to build resilient power grids, expand internet connectivity, and enhance
telecommunication networks, ultimately driving socio-economic growth and sustainable
development. Prioritizing investments in technological infrastructure is essential for
unlocking the transformative potential of technology in developing countries and ensuring
that all citizens can benefit from the opportunities offered by the digital age.

3. Improving access to technology through initiatives like one laptop per child or
proving free or low-cost access to internet connection.
Improving access to technology through initiatives like the "One Laptop Per Child" program
or providing free or low-cost internet access aligns with President Uhuru Kenyatta's vision to
address challenges posed by technology in developing countries, particularly in Kenya. By
implementing programs that aim to equip students with laptops or digital devices,
governments can enhance educational opportunities, foster digital literacy, and empower the
youth with essential digital skills. Initiatives like the "One Laptop Per Child" can bridge the
digital divide in education, ensuring that all students have access to technology tools that
facilitate learning and innovation.
President Kenyatta's emphasis on providing free or affordable internet connectivity is a
strategic move to promote digital inclusion and expand access to online resources for all
Kenyan citizens. By making internet access more accessible, individuals and communities
can benefit from a wealth of information, online services, and communication platforms that
can improve their quality of life and economic opportunities. Free or low-cost internet
initiatives can also stimulate entrepreneurship, e-commerce, and digital innovation, driving
socio-economic development and creating a more connected society in Kenya and other
developing countries.
Furthermore, President Kenyatta's focus on improving access to technology through such
initiatives underscores the importance of leveraging digital solutions to overcome
development challenges and drive progress in key sectors such as education, healthcare, and
agriculture. By prioritizing initiatives that enhance technology access and connectivity,

37
developing countries can unlock the transformative potential of digital tools for sustainable
development, economic growth, and social empowerment. President Kenyatta's commitment
to expanding technology access reflects a forward-thinking approach to harnessing the power
of technology to address pressing issues and create opportunities for all citizens in Kenya and
beyond.

4. Mitigating job displacement by investing in education and training for new

technology based job.
By prioritizing education and skills development in emerging technology sectors such as
artificial intelligence, data analytics, and digital marketing, governments can prepare the
workforce for the jobs of the future and reduce the impact of automation and technological
advancements on traditional industries. Investing in relevant training programs, vocational
courses, and upskilling initiatives can equip workers with the skills needed to thrive in a
digital economy and secure employment opportunities in high-growth sectors.
Also, by focusing on education and training for new technology-based jobs, developing
countries can foster innovation, entrepreneurship, and economic diversification. Equipping
individuals with the necessary technical skills and digital literacy can spur creativity,
problem-solving abilities, and adaptability in the face of technological disruptions. By
nurturing a workforce that is proficient in cutting-edge technologies and equipped to leverage
digital tools effectively, countries can position themselves competitively in the global market,
attract investment, and drive sustainable economic growth.
Investing in education and training for new technology-based jobs not only benefits
individuals but also contributes to overall socio-economic development in developing
countries. By empowering the workforce with relevant skills and knowledge, governments
can enhance productivity, promote job creation, and build a resilient economy that is capable
of adapting to technological changes. Providing opportunities for continuous learning,
professional development, and career advancement in technology fields can ensure that
workers remain competitive in the digital era, enabling them to contribute meaningfully to
their communities and drive progress towards a more inclusive and prosperous society.

In conclusion, the challenges posed by technology on education in developing countries are

multifaceted and require comprehensive strategies to address effectively. From inadequate
infrastructure and limited access to digital resources to disparities in digital literacy and skills
development, developing nations face significant obstacles in leveraging technology for
educational advancement. The digital divide, both in terms of internet connectivity and
affordability of technology devices, exacerbates inequalities and hinders the full integration
of technology in educational systems. Moreover, job displacement due to automation and
technological advancements presents a pressing concern, highlighting the need for
investments in education and training to prepare the workforce for new technology-based
jobs.
To overcome these challenges, developing countries must prioritize investments in
technological infrastructure, digital inclusion programs, and digital skills training initiatives.

38
By expanding access to reliable electricity, improving internet connectivity, and providing
affordable technology solutions, governments can bridge the digital divide and ensure that all
students have equal opportunities to access digital resources for learning. Additionally,
promoting digital literacy, coding skills, and STEM education can empower individuals to
navigate the digital landscape, foster innovation, and contribute meaningfully to the
knowledge-based economy. Fostering partnerships between governments, educational
institutions, private sector entities, and international organizations is essential to drive
sustainable progress in integrating technology into education systems in developing
countries. Collaborative efforts to develop tailored solutions, provide training resources, and
support technology adoption in schools can create a more inclusive and equitable learning
environment that prepares students for the challenges and opportunities of the digital age. By
embracing innovation, investing in human capital, and prioritizing education as a cornerstone
of development, developing countries can harness the transformative power of technology to
advance education, empower learners, and build a brighter future for generations to come.

39
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