The document summarizes a study on the impact of an educational technology project called Tabshoura/Kindergarten for Syrian refugee children in Lebanon. The project provided an interactive online platform aligned to the Lebanese curriculum in Arabic, English, and French. It was implemented over 10 weeks in 5 educational centers in Bekaa, Lebanon with 108 refugee children ages 3-5. Assessment results found that children who used the platform showed significantly greater gains across various learning objectives compared to children who did not use it. Teachers also reported increased student motivation and engagement with learning.

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2. Tabshoura/Kindergarten project
WORLD VISION
LEBANESE ALTERNATIVE LEARNING
DIGITAL OPPORTUNITY TRUST
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3. What is the Lebanese context ?
 Lebanon is currently hosting far more refugees per capita than any other country in the world: one out
of four people in Lebanon is a refugee. This increase in population has added immense pressure to the
host communities.
 Since the population of Syrian refugees is mostly composed of school-age children, access to
education is a critical element of assistance to SRs.
 Access to education is unrestricted: both Lebanese and non-Lebanese students can freely enrol in
public schools.
 The Ministry of Education of Lebanon has opened public schools to SRs and has implemented second-
shift-class system.
 NGO’s and private sector have opened educational centers in deprived regions.
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4. What are the difficulties SRs are facing when in
school?
 Difficulties to adapt to the Lebanese program.
 Language barrier as the Lebanese science program is taught either in French or in English.
 Overcrowded classrooms.
 Disparity of student levels within the same class.
 Demotivation and school dropouts.
 Limited ECE support which makes it difficult for the children to enroll in school later on.
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5. What is the potential of using ICT resources in early
childhood education? (Research)
Help language development and mathematical thinking.
Facilitate learning for children from diverse cultural, language
backgrounds, or with special learning needs.
Enhance creativity. Educational platforms assume a wide variety of
activities which include creative activities.
Learn to learn – there is a strong evidence that computers can be
applied to help even young children think about thinking and that
the ICT applications support the development of metacognition.
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6. What is the Tabshoura/kindergarten project?
 Supported by World Vision in partnership with the Lebanese Alternative Learning
and Digital Opportunity Trust as part of the #nolostgeneration initiative.
 Development and implementation of a free interactive platform :
 Tabshoura/kindergarten is aligned to the Lebanese Curriculum objectives.
 It offers the KG1, KG2 and KG3 levels in English, French and Arabic.
 It focuses on language skills, Mathematical thinking and Social behavior learning objectives
 ICT Teacher Professional Development provided by DOT.
 Assessment of the impact of ICT in ECE education supported by University Saint
Joseph research board.
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7. Where was it implemented? And who were the
beneficiaries?
Location:
 BEKAA - 5 centers.
Population tested :
 Syrian refugees attending 5 World Vision educational centers in Bekaa.
 108 girls and boys aged 3-5 years participating in program (6 groups of 18 child)
 64 girls and boys not using Tabshoura/kindergarten.
Duration:
 10 weeks.
 3 sessions per week.
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8. Assessment methodology?
Pre-survey based on Learning objectives and completed for each child by his teacher at
time zero compared to a post-survey based on the same Learning objectives and
completed for each child by his teacher at time + 10 weeks.
 Descriptive statistics to present results of the pre and post tests.
 Inferential statistics for the comparison between pre and post test result.
Class observation:
 Observation grid and qualitative analyses.
Interviews with the teacher at time + 10 weeks:
 Recording, transcription and qualitative analyses of the content of the interviews.
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9. What are the preliminary results of the pre and post
test?
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Skills Learning objectives
Computer skills Basic computers hardware, mouse, drag and drop, click, spot icons, validate activity)
Listening skills Understanding a story, song, instructions
Story comprehension skills Type of writing, characters, chronological order
Identifies close environment What surround him, members of the family, behaviors, space around him
Identifies food particularities Sweet, salty, fruits, vegetables, ingredient of a recipe, good food, sources of food
Associations skills Items, colors, shapes, characteristics
Identifies an image Elements, characteristics, puzzle reconstruction
Identifies a Word Recognize, reconstitute, associate words, syllabus count
Life science Living, non living, growth, seasons, plants needs
Shapes and sizes Circle, square

10. Computer skills
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0 10 20 30 40 50 60 70 80 90 100
PRETEST
POSTTEST YES
POSTTEST NO
Chart Title

11. Listening skills
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0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

12. Story comprehension skills
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0 10 20 30 40 50 60 70 80 90
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

13. Identifies the close environment
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0 10 20 30 40 50 60 70 80 90 100
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

14. Identifies food particularities
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0 10 20 30 40 50 60 70 80 90
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

15. Associations skills
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0 10 20 30 40 50 60 70 80 90
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

16. Identifies an image
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0 10 20 30 40 50 60 70 80
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

17. Identifies a word
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0 10 20 30 40 50 60 70
PRE TEST
POST TEST YES
POST TEST NO
Chart Title

18. What are the primary remarks?
When the children arrived to the centers their learning skills
were basics.
Acquired learning objectives between those who used the
platform and those who did not use it is significant.
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19. Remarks gathered from class observation and
teachers’ interviews.
(+) Collaboration and interaction : Usually a group of 2 children
worked together. Interaction were numerous between them.
Children who acquired skills helped the others to complete the
tasks.
(+) The importance of DOT role in the involvement of teachers
(+) Tabshoura had a very positive impact on children’s
motivation and eagerness to learn and it is colorful and
friendly and they mastered computer skills in a few sessions.
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20. Remarks gathered from class observation and
teachers’ interviews.
(+) Scientific skills evolved quickly because seeing made it easy
for the children to understand the concept (Heavy/light-
Living/non living- fruits and vegetables- squares and circles).
(+) The quality of the content and the fact that it is in Arabic,
French and English
(+) Tabshoura complemented the class teaching because it is in
line with the Lebanese curriculum taught in class.
(+) Consistency of the platform structure made it easy to use.
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21. Preliminary conclusions for this short term impact
 Increased ICT capability of teachers (DOT PRESENCE AND COACHING) –Over time
the teachers also developed confidence in their technical skills and encouraged the
children to increase their usage of the platform.
 High level of motivation and engagement of the children lead to increased ICT
capability of children – There was evidence across all centers of the children’s
increased capability in using ICTs in a short lap of time.
 Autonomy increase – Children were given the autonomy to lead their own learning
pace. Teachers played the role of a tutor assisting the children in their learning.
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22. Preliminary conclusions for this short term impact
Increased acquisition of listening skills and understanding a story.
Enhanced science learning outcomes for children – Science, in particular,
was an area that saw significant enhancement in the ways children were
able to engage with and develop their skills because the platform made
abstract concept concrete (living/non living).
Motivation: Tabshoura helped the children to become more engaged in
their own learning.
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23. Home page

24. Arabic

25. English

26. Français