Your search
Results 18 resources
-
This Helpdesk Report was developed in response to a request from the UK's Foreign Commonwealth and Development Office (FCDO) Bangladesh for a rapid scan on the use of Artificial Intelligence (AI) in Bangladesh’s education system. The report aims to provide education decision-makers with accessible, evidence-based summaries of best practices in specific areas of EdTech, in this case, the AI landscape in Bangladesh. Using a combination of desk research and key informant interviews, the scan...
-
An output of the EdTech Hub, https://edtechhub.org/
-
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...
-
Shikho, a Bangladesh-based edtech company, has recently introduced a beta version of Shikho AI, an artificial intelligence tool aimed at addressing educational gaps for Bangla-speaking students.
-
Shikho, a Bangladesh-based edtech company, has recently introduced a beta version of Shikho AI, an artificial intelligence tool aimed at addressing educational gaps for Bangla-speaking students.
-
Bangladesh plans to launch a Tk 316 crore reform programme aimed at significantly speeding up project planning, approval, and implementation through the use of artificial intelligence for the first time.
-
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,...
-
As neurodivergent learners continue to face multifaceted challenges that affect their education, education systems, environments, and practices have struggled to address their needs adequately. This rapid evidence synthesis explores the current state of evidence regarding the use of educational technologies (EdTech) for neurodivergent learners in low-and middle-income countries (LMICs). The review was conducted in two phases to offer complementary insights on the topic. The first phase...
-
This document serves as a practical guide for implementers and decision-makers on how available technologies can effectively support teaching and learning in schools worldwide. Drawing on existing evidence of successful EdTech interventions in low-resource settings, particularly within Southeast Asia, it offers guidance on the essential steps in the early phases of EdTech implementation. The report also provides recommendations for transitioning from the initial conception phase to...
-
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...
-
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 how in-service Communities of Practice (CoPs) support teacher learning and how EdTech can enhance this aspect of teacher professional development (TPD) in low- and middle-income countries. In-service CoPs have become an important component of TPD, creating spaces where teachers can share their knowledge...
-
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good...
Filter by our tags
Learners
Educators
Education systems
- Access (4)
- Accountability (1)
- Assessment (1)
- Curriculum and educational content (3)
- Education financing (1)
- Educational data (2)
- Equity (6)
- Governance (1)
- Monitoring and evaluation (1)
- Quality (3)
- System readiness (2)
Hardware and modality
- App-based (3)
- Audio (3)
- Blended learning (3)
- Desktop and laptop computers (3)
- Distance education (3)
- Online learning (3)
- Open educational resources (4)
- Personalised learning (2)
- Phone (4)
- Printed teaching and learning materials (1)
- Radio (1)
- Social media and messaging (3)
- Tablet (4)
- Television (1)
- Video (4)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (3)
- Low connectivity and/or electricity (4)
- Peri-urban (1)
- Rural (3)
- Urban (2)
Language of publication
- English (9)
Publisher and type
- Evidence Review (2)
- Helpdesk Response (1)
- Journal article (1)
- Learning Brief (2)
- Other type (1)
- Rapid Evidence Review (3)
Research method
Topic Area
Focus Countries
- Bangladesh (3)
- Ghana (1)
- Kenya (2)
- Malawi (1)
- Pakistan (1)
- Sierra Leone (2)
- Tanzania (3)