Tag Archives: elearning

Makini High School eBooks Installation

The High School started in January 1996. It covers Form 1 to Form 4.

Age’s ranges from 14 Years – 17 Years

There are various academic subjects English, Kiswahili, Chemistry, French, Maths, Biology, Business Studies, Physics, History, Geography, CRE, Music, Art & Design, Computer Studies.

There are various sports including swimming, rugby, among other. Clubs include; presidency Award, G.T.T.P, debate, art, drama among others.

eBooks Installation

eKitabu team comprising Will Clurman, eKitabu CEO, Michael Ngeno, Senior Program Manager, Mercy Musyoki, Marketing Manager, Mercy Kirui, Publishing Account Manager and Linda Kokwaro, Beta Program Manager went to Makini High School.

eKitabu team installed the ebooks in the library computers and tablets to boost their reading by increasing interactivity, interest and variety.

The library staff and some teachers were also trained on how to use ebooks for reading and teaching.

eKitabu_Makini_Huxta_0040                                                        eKitabu CEO, Will Clurman addresses students and staff after the installation

eKitabu_Makini_Huxta_0029                                                        Linda Kokwaro motivates students after the installation

eKitabu_Makini_Huxta_0341                                                         Will Clurman hands a gift hamper to the Principal

eKitabu_Makini_Huxta_0190                                                        Mercy Musyoki explains to the students how to use ebooks

eKitabu_Makini_Huxta_0405                                                        Students all smiles as they read ebooks from a computer

20160202_122047 (1)                                                        Students all smiles as they read ebooks from a tablet

eKitabu_Makini_Huxta_0423                                                        Students all smiles as they read ebooks from a tablet

eKitabu_Makini_Huxta_0355                                                         eKitabu team with the Makini High School Library team



By Jane Nungari Gichuho

Technology is a tool that can change the nature of learning.

First and foremost, educators want students to learn. It is certainly not enough to tell educators that they need to use the laptops and tablets that have invaded their schools simply because they are expensive or because students need to know how to use the latest gadget.

If it’s clear that technological tools will help them achieve that goal, educators will use those tools.

The real world is not broken down into discrete academic disciplines. I’ve heard a number of teachers say that they would like to be able to change the way they teach — to find ways to implement project-based, multidisciplinary lessons.

Let’s think about how that might happen when technology is used to support learning.

Technology lends itself to exploration. But before technology can be used effectively, exploration must be valued as important to both teaching and learning.

In a technology-rich classroom, students might search the Web for information, analyze river water, chart the results, and record what they’ve learned on the computer.

In such an environment, acquiring content changes from a static process to one of defining goals the learners wish to pursue. Students are active, rather than passive — producing knowledge and presenting that knowledge in a variety of formats.

In such an environment, educators can encourage a diversity of outcomes rather than insisting on one right answer. They can evaluate learning in multiple ways, instead of relying predominately on traditional paper and pencil tests.

And perhaps most importantly, teachers and students can move from pursuing individual efforts to being part of learning teams, which may include students from all over the world.

Of course, active learning is rarely a clean, neat process. Students engaged in such a process can create busy, noisy, and messy classrooms. It’s important to recognize that this kind of learning takes practice — for both the teacher and the students.

Activities and learning environments must be carefully guided and structured so learners are fully engaged in their learning. Students must learn that exploration doesn’t mean just running around doing what they want and ending up who knows where.

Educators must recognize that if students are investigating and asking questions, writing about what they’re learning, and doing those things in an authentic context, then they are learning to read and write and think.

In a technology-rich classroom, students don’t “learn” technology. Technology merely provides the tools to be used for authentic learning. It is a means, not an end.

Technology provides educators with the opportunity to move from simply streamlining the way things have always been done to really imagining things they would like to do.

What a wonderful opportunity!

2015 DEC Prize Giving


Kiswahili Category Winners with Will, Hezekiel(SwahiliHub who sponsored the prize laptops) Michael and Mercy

The 2015 Digital Essay Competition is on the third year running organised by eKitabu.  The essay competition in the 47 counties and it part of eKitabu’s mission to advance digital education to allow students create their own digital content.

The digital contest is open to all students in all public and private schools across Kenya. This year’s theme was an open letter to the Head of State; Dear Mr President,….. My life as a Digital Learner.

Over 2,100 entries were made with 112 new schools,  65% up from 2014. Primary Schools that participated this year were 71 and Secondary Schools were 101, hereby making a total of 172 schools.

Among the 60 Finalists this year,  43 were female students and  17 were male students.

Among the 16 Winners this year,  12 were female students and  4 male students.

Primary English Category
Zamzam Suleiman Little Angels Primary Isiolo Grand Prize Winner
Linda Nyawira Thika Road Christian


Nairobi 1st Runner-Up
Sarah Mochama Mbagathi Road Primary Nairobi 2nd Runner-Up
Awak Ibahim Mbagathi Road


Nairobi 3rd Runner-Up
Sharon Valentine Marion Preparatory School Nairobi 3rd Runner-Up
Primary Kiswahili Category
Makena Marlene Gacheri Loreto Convent Valley

Road Primary School

Nairobi Grand Prize Winner
Eileen Chepng’eno Kericho Primary


Kericho 1st Runner-Up
Darvyne Wakarind Tetu Girls Primary Nyeri 2nd Runner-Up
Secondary English Category
Velvin Chebet Samkul Moi Girls High School Uasin Gishu Grand Prize Winner
Nyaragi Gekonge Precious Blood  – Riruta Nairobi 1st Runner-Up
Onyango Samwel


Maranda High School Siaya 2nd Runner-Up
Laurie Osebe Moi Girls Eldoret Uasin Gishu 3rd Runner-Up
Charles Onyango


Maranda High School Siaya 3rd Runner-Up
Secondary Kiswahili Category
Wafula Nasipondi Sharon Hill School Eldoret Uasin Gishu Grand Prize Winner
Nyagaka Sandra Bonareri Moi Girls Eldoret Uasin Gishu 1st Runner-Up
Anderson Kithi Malindi High School Kilifi 2nd Runner-Up


ZamZam receiving a certificate and prizes from Niccole of Field Masham.


English category Winners with Will, Michael and David (KPA Chairman)


The future of education is digital-based….This is why.

Hassan Masha, Matiangi and Derrick Karani

Digital education is the use of desktops, laptops or tablets and e-books for learning coupled with / without the use of internet. The e-books can either be online -based where you have to be connected to the internet to access and read them.

E-books can also be off-line based, that is downloaded from a host website (you need internet to access them) however you read them offline on your devices. There are also offline e-books that are loaded on a flash drive or on a memory stick and the e-books loaded on the desktop, laptop or tablet.

Digital education provide self-paced instruction, allow students to instantly review course material, provide the option to review lessons as often as necessary, and gives students the opportunity to explore related topics to provide a broader knowledge base.

But digital learning also helps teachers. They can assign online lectures specifically tailored to support and augment in-class teaching on specific subject matter. Online testing and problem review provide teachers with instantaneous assessment and diagnostics.

Teachers can identify student strengths and adjust their education plans, and they can detect student weaknesses where additional work and remediation is needed.

Failing students sometimes just need more time and repeated attempts to overcome a particular hurdle holding them back from fully grasping a concept. Digital diagnostics help teachers identify those hurdles.

In flipped classrooms, students’ homework assignments are viewing the lectures, and classroom work is solving problems (if necessary, with the help of teachers and peers) and critical, evidence-based writing. This is far from the traditional classroom model.

But if the use of technology is to have differential impact, technology must be made integral to teaching, not supplemental to teaching. Past attempts to integrate new technologies have been half-hearted, at best. Embracing technological change is no longer optional, it is essential.

Human capital development through education must be enhanced. After all, almost 50 percent of our nation’s GDP is in labour costs. At the same time, our students are slipping.

The education industry, which is supposed to prepare us for the future, has been among the slowest to adopt technological change. That has to change.