Your search
Results 5 resources
-
Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention...
-
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 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...
-
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 protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. This protocol was...
Filter by our tags
Learners
Educators
Education systems
- Access (3)
- Assessment (2)
- Curriculum and educational content (3)
- Education financing (1)
- Educational data (3)
- Equity (3)
- Quality (2)
- System readiness (2)
Hardware and modality
- App-based
- Audio (3)
- Blended learning (3)
- Desktop and laptop computers (3)
- Distance education (3)
- Online learning (3)
- Open educational resources (3)
- Personalised learning (3)
- Phone (5)
- Social media and messaging (4)
- Tablet (3)
- Video (3)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (4)
- Low connectivity and/or electricity (4)
- Peri-urban (3)
- Rural (2)
- Urban (3)
Language of publication
Publisher and type
- Methodology publication (1)
- Other type (1)
- Rapid Evidence Review (2)
- Technical Report (1)
- Working Paper (1)
Research method
Topic Area
Focus Countries
- Bangladesh (2)
- Ghana (1)
- Kenya (4)
- Pakistan (1)
- Sierra Leone (1)
- Tanzania (1)