Your search

In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by...

Rolling Out a National Virtual Learning Environment (EdTech Hub Helpdesk Request No. 22)

Adam, T., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub

A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.

Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the...

The Future of EMIS: A Public Financial Management Perspective [Working Paper]

Cresswell, S., Long, C., & Fraser, A. - 2023 - EdTech Hub

Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more...

EdTech in Ghana: A Rapid Scan (Country Scan No. 2)

Taddese, A. - 2020 - EdTech Hub

EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This...

A Theory of Change for a Technology-Enhanced Education System in Bangladesh (Working Paper No. 30)

Clark-Wilson, A., Bashir, A., & Kaye, T. - 2021 - EdTech Hub

The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved...

Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based...

Session 3: How can I develop an aligned and actionable EdTech strategy [EdTech Hub Presentation]

Wyss, N., Mbugua, W., & Kaye, T. - 2022

The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to...

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan [Evidence Review]

Wilson, S., Khalayleh, A., Baloch, I., & Kaye, T. - 2022 - EdTech Hub

During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling...

TCPD in Tanzania:  Phase 2 Round 1 Recommendations [Policy Brief]

Swai, C., Chachage, K., Koomar, S., … Simmons, H. - 2024 - EdTech Hub

The study reported here is for Phase 2 of the research project known as ‘The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania’ and part of the global Empowering Teachers Initiative (ETI), which comprises 10 country projects. It is closely aligned with the implementation of ‘MEWAKA’ (Mafunzo Endelevu kwa Walimu Kazini) or Teacher continuous professional development (TCPD), and the Tanzania National TCPD implementation...

Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat...

Teacher Motivation: Exploring non-financial incentives in school-based teacher professional development in Tanzania [Preprint]

Anonymised for Peer Review - 2025 - EdTech Hub

High-income countries often use external incentives such as remuneration, professional pathways or accreditation to motivate teachers to engage in professional development. This paper reflects on the challenges of engaging teachers in school-based professional development in resource-scarce education environments where the use of such incentives is not feasible and explores practical strategies to motivate their engagement. In such contexts, where qualified teacher status and promotion are...

Learning with technology during emergencies: A systematic review of K-12 education

Crompton, H., Burke, D., Jordan, K., & Wilson, S. W. G. - 2021 - British Journal of Educational Technology

Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE)....

The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the...

Bangladesh Back-to-School Campaign (EdTech Hub Helpdesk Response No. 12B)

Kaye, T., Chuang, R., Moss Coflan, C., & Haßler, B. - 2020 - EdTech Hub

The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).