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Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted...
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This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian...
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The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school...
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An output of the EdTech Hub, https://edtechhub.org
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This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
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An output of the EdTech Hub, https://edtechhub.org
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This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
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Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in...
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An output of the EdTech Hub, https://edtechhub.org
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This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance...
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This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
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An output of the EdTEch Hub
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Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi...
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This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
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An output of the EdTech Hub, https://edtechhub.org
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