Grace Harvest Academy & Junior School | Kangemi, Kenya | June 2026
In June 2026, I spent time at Grace Harvest Academy & Junior School in Kangemi, Kenya, supporting teachers through digital literacy training and classroom technology preparation. The work was practical, hands-on, and connected to the everyday realities of teaching.
This part of the mission was not only about computers. It was about helping teachers feel more ready, more confident, and more equipped to use technology as part of learning.
Grace Harvest Academy & Junior School had 510 students enrolled in June 2026. With that many learners across the school, investing in teachers became one of the most meaningful ways to support long-term digital literacy growth. When teachers are strengthened, students benefit beyond one lesson or one day in the computer lab.
Strengthening Teachers First
The Kangemi training focused on foundational digital literacy skills that teachers could begin using with their students. We worked through typing instruction, safe computer use, grade-level typing progression, digital learning activities, and ways to connect technology to classroom subjects.
Typing became one of the clearest entry points. Teachers practiced home row, upper row, finger placement, typing accuracy, and typing speed. They were also introduced to Typetastic as a structured tool for helping students practice keyboarding skills over time.
The goal was not to overwhelm teachers with technology. The goal was to give them practical starting points they could understand, repeat, and adapt for their own classrooms.
What the Survey Showed
After the training, teachers completed an evaluation to reflect on their readiness, experience, and future learning needs. Out of 25 teachers connected to the training, 19 completed the survey. The other 6 teachers were absent when the survey was given, resulting in a 76% response rate.
The results showed strong early growth. Before the training, teachers rated their readiness to teach typing at an average of 3.37 out of 5. After the training, that average increased to 4.68 out of 5, showing a 1.32-point gain on a five-point scale.
The shift was also seen in the number of teachers who felt highly ready. Before training, 9 of 19 teachers rated themselves at a 4 or 5 in readiness to teach typing. After training, 18 of 19 teachers rated themselves at a 4 or 5.
Teachers also rated the training highly in clarity, usefulness, and demonstration, with each area averaging 4.74 out of 5. These results showed that the training was not only received well, but also understood as practical and useful for classroom application.
Student Exposure in the Computer Lab
The training also included direct student exposure in the computer lab. Approximately 260 students in Grades 4–9 experienced typing skills at least one time, giving students an introduction to keyboarding practice and safe computer use.
Students in Grades 7–9 also experienced a micro:bits demonstration. This included approximately 126 students and introduced learners to a hands-on STEM tool that could support future coding and technology activities.
What Teachers Remembered
The teacher feedback gave life to the numbers. Teachers repeatedly mentioned typing, Typetastic, home row, upper row, finger placement, typing games, PBS games, PBS videos, and digital learning activities as memorable parts of the training.
Their comments showed that typing was more than a computer skill. It became a starting point for helping students build confidence with technology while giving teachers a structured way to guide early digital literacy practice.
The teachers also began connecting digital tools to classroom learning. PBS games and videos helped open the conversation about how technology can support engagement, creativity, and subject-based instruction.
Some teachers shared that they wanted to make learning more enjoyable and interactive. Others wanted more time, more practice, more digital resources, and more support connecting technology to different learning areas. Their responses helped me see that the training was more than a single event. It opened a doorway into what could happen next through continued support, practical resources, and steady teacher development.
What I Observed in the Computer Lab
During my time in Kangemi, I also saw that teacher training is only one part of the larger need. Sustainable digital literacy growth also depends on stronger technology systems that make computer use safer, easier, and more consistent for teachers and students.
One need is more consistent computer lab access. A future setup could include standardized teacher and student logins across the lab, instead of managing separate local accounts on each computer. This would make it easier for teachers and students to use the computers while still allowing each machine to keep its own content and learning materials.
I also recommended uninterruptible power supply support to help protect the computers during power interruptions or fluctuations. In addition, the school would benefit from affordable schoolwide internet safety tools that can help block malware, spyware, explicit content, and unsafe websites.
These observations were not part of a formal technical assessment. They came from hands-on work and time spent in the lab. They are still important because digital literacy cannot grow well without safe, reliable, and manageable systems.
Looking Ahead to 2027
The Kangemi work is ready for a next phase. In 2027, my support in Kangemi would likely be limited to a focused 2 to 3 week visit, so the next step must be realistic, focused, and intentional.
A future visit could include reviewing what teachers implemented after the 2026 training, providing targeted follow-up support, strengthening grade-level typing instruction, and helping teachers use a small set of practical digital activities across selected subjects.
The goal would not be to introduce everything at once. The goal would be to help the school take the next faithful step with the time, resources, and teacher readiness available.
Future support may include computer packages, spreadsheets, AI-supported teaching tools, video-based learning, online assessment, and introductory coding resources such as micro:bits, depending on available resources, teacher readiness, and school priorities.
Before leaving, I would want the school to have a simple continuation plan. This plan could include teacher leads, lab routines, typing practice expectations, priority digital activities, and basic ways to track progress.
Why This Work Matters
The Kangemi training strengthened teacher readiness and created a foundation for continued digital literacy development at Grace Harvest Academy & Junior School. The numbers showed growth, the teacher comments showed interest, and the field observations showed what systems still need support.
When held together, the survey results, teacher feedback, and field observations tell a hopeful story of growth, readiness, and continued possibility. Digital literacy work is not only about giving students access to computers. It is about equipping teachers, protecting learning spaces, and building the kind of structure that allows students to grow with confidence.
Kangemi reminded me that sustainable impact often begins with small, practical steps. A teacher learning how to guide typing. A student learning how to use a keyboard safely. A classroom beginning to see technology as a tool for learning. Each step matters when the goal is long-term growth.
Support the 2027 Mission
As I prepare for the next phase of mission work in Kenya, support is needed to continue teacher training, strengthen digital literacy instruction, and help schools like Grace Harvest build safer and more sustainable technology practices.
Your donation can help support future training, classroom-ready digital resources, basic technology needs, and continued educational support for teachers and students in Kenya.
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