Your search
Results 110 resources
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive. Nonetheless, 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, Lao People’s Democratic...
-
An output of the EdTech Hub, https://edtechhub.org/
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
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...
-
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...
-
The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In...
-
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As...
-
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.
-
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote...
-
An output of the EdTech Hub, https://edtechhub.org
-
EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.
-
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of...
-
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at priorities for governments and ministries of education when crafting EdTech Strategies. Interest in developing EdTech strategies related to operational targets and outcomes has increased over the past few years, especially in response to the learning disruptions caused by the Covid-19 pandemic. Evidence...
-
In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions,...
-
Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV...
-
The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where...
-
An output of the EdTech Hub, https://edtechhub.org/
-
This is the second in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates whether introducing a timer alongside digitised lesson plans impacts upon teachers’ lesson plan usage. The A/B test found that providing a timer did not influence how much time teachers spent on digitised lesson plans. While, on average, teachers in the timer group tended to spend less time on lesson...
-
Gilgit-Baltistan, located in the northernmost part of Pakistan, is a region known for its mountainous geography. Its complex geography creates challenges for education, such as geographic isolation and infrastructural limitations. While technology offers the potential to overcome these barriers of isolation, several infrastructural and capacity barriers prevent equitable access to EdTech. The Government of Gilgit-Baltistan has strived to respond to these barriers by introducing a more...
Filter by our tags
Learners
Educators
Education systems
- Access (45)
- Accountability (15)
- Assessment (14)
- Curriculum and educational content (33)
- Education financing (9)
- Educational data (26)
- Equity (39)
- Governance (18)
- Monitoring and evaluation (23)
- Quality (33)
- System readiness (23)
Hardware and modality
- App-based (22)
- Audio (11)
- Blended learning (20)
- Desktop and laptop computers (16)
- Distance education (28)
- MP3 player (1)
- Online learning (21)
- Open educational resources (13)
- Personalised learning (14)
- Phone (32)
- Printed teaching and learning materials (13)
- Radio (12)
- Social media and messaging (12)
- Tablet (22)
- Television (8)
- Video (19)
Educational level
- Adult education (3)
- Early childhood and pre-primary (16)
- Higher education (7)
- Informal education (9)
- Primary education (70)
- Secondary education (63)
- Vocational education (4)
Within-country contexts
- Fragile and conflict affected contexts (17)
- Low connectivity and/or electricity (51)
- Peri-urban (24)
- Rural (38)
- Urban (26)
Language of publication
Publisher and type
- Blog / op-ed (3)
- Collaborative evaluation (1)
- Country summaries and case studies (7)
- Evidence Review (17)
- Helpdesk Response (22)
- In partnership with UNICEF (5)
- In partnership with World Bank (3)
- Journal article (4)
- Learning Brief (3)
- Methodology publication (2)
- Other type (4)
- Policy Brief (6)
- Position Paper (4)
- Rapid Evidence Review (14)
- Sandbox Sprint Review (3)
- Systematic Review (1)
- Technical Report (18)
- Working Paper (16)
Research method
- A / B / n tests (4)
- Case study (5)
- Content analysis and thematic analysis (8)
- Design-based research (7)
- Ethnography (1)
- Evaluation research (6)
- Experimental and quasi-experimental research (2)
- Interaction analysis and coding (2)
- Interviews and focus groups (19)
- Literature review, systematic review and meta-analysis (37)
- Mixed methods (15)
- Narrative research (3)
- Observation (6)
- (Participatory) Action research (5)
- Randomised controlled trial (1)
- Social Network Analysis (1)
- Surveys and questionnaires (9)
Topic Area
Focus Countries
- Bangladesh (8)
- Ghana (5)
- Kenya (15)
- Malawi (5)
- Pakistan (5)
- Sierra Leone (20)
- Tanzania (11)
Publication year
-
Between 2000 and 2025
(109)
-
Between 2010 and 2019
(2)
- 2019 (2)
- Between 2020 and 2025 (107)
-
Between 2010 and 2019
(2)
- Unknown (1)