Abstract:
Digital literacy is the ability to acquire knowledge, skills and behaviors which are necessary to effectively
and safely use a wide range of digital content and devices for learning. Play with digital devises can help
learners develop digital skills. However, there is no many mechanisms and methods to teach and develop
digital literacy skills in primary school pupils. The purpose of this paper is to examine primary school
pupils’ digital literacy competencies demonstrated through play way method of learning. The study is
underpinned by Constructivism Learning Theory. The study utilized qualitative research method, case study
research design and adopted interpretivism research paradigm. The target population comprised of 30
primary schools. 13,500 pupils and 450 teachers. Data was collected from twelve public primary schools
in Chesumei Sub County in Nandi County. 12 head teachers, 12 grade one teachers, 480 learners and one
education officer were selected using purposive sampling method. Purposive in that existing grade classes
were used, the teachers teaching the grade and schools that received the government donated laptops and
tablets. The research instruments that were used were: teacher reflective journals, interviews and
observation schedule. The data was analyzed thematically. The study findings revealed that: Competencies
that were developed as result of play included: Manipulating the tablet menu, access to digital content and
reading on screens, booting up, use of icons and search engine. The paper concludes that, play way method
of learning became an enabler towards the development of competencies and digital literacy skills because
of its child centered approach and the teacher became a facilitator of the learning process. The following
recommendations were made. The digital devises provided by the government needs to be increased to
meet the growing number of learners in primary schools. The Ministry of Education needs to increase digital
content in the digital devises in order to compel teachers to enhance the use of computers for pupil’s digital
literacy. The findings of this study are useful in curriculum innovation in Kenya and other parts of the
world.
