Your search
Results 6 resources
-
To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to...
-
This Rapid Evidence Review provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices for learners in contexts of forced displacement. The main aim of the review is to provide education decision-makers, funders, and implementers (among others), with a clear picture of which interventions may be the most effective in these contexts and, crucially, which implementation decisions facilitate or hinder this effectiveness. We reviewed...
-
This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices in emergency contexts. The main aim of the review is to provide education decision-makers, funders, and implementers (among others) with a clear picture of ‘what works’ regarding EdTech in emergencies. Crucially, it also aims to create an understanding of the conditions necessary to ensure the effectiveness of these interventions. Accordingly,...
-
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 article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects:...
-
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.
Filter by our tags
Learners
Educators
- Parents and caregivers (4)
- Pedagogy (3)
- Support and community workers (1)
- Teachers (5)
Education systems
- Access (4)
- Assessment (2)
- Curriculum and educational content (5)
- Education financing (1)
- Educational data (2)
- Equity (4)
- Monitoring and evaluation (1)
- Quality (4)
- System readiness (1)
Hardware and modality
- App-based
- Audio (3)
- Blended learning (3)
- Desktop and laptop computers (5)
- Distance education (4)
- Online learning (4)
- Open educational resources (2)
- Personalised learning (3)
- Phone (6)
- Printed teaching and learning materials (3)
- Radio (3)
- Social media and messaging (4)
- Tablet (3)
- Television (2)
- Video (4)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (2)
- Low connectivity and/or electricity (4)
- Peri-urban (1)
- Rural (3)
- Urban (2)
Language of publication
- English (6)
Publisher and type
- Evidence Review (1)
- Helpdesk Response (1)
- Other type (1)
- Rapid Evidence Review (2)
- Working Paper (1)
Research method
Topic Area
Focus Countries
- Bangladesh (3)
- Ghana (3)
- Kenya (3)
- Pakistan (2)
- Sierra Leone (2)
- Tanzania (1)