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Educational Television: A Rapid Evidence Review (Rapid Evidence Review No. 5)

Watson, J., & McIntyre, N. - 2020 - EdTech Hub

This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could...

How Can Participatory Methods Centre Teachers Within Education Policy? [Learning Brief]

Koomar, S. - 2024 - EdTech Hub

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 the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected...

This study examines the role of educational games in compensating for educational loss and their impact on students’ motivation towards learning during crises in Palestine and Iraq. Additionally, the study considers the challenges facing the employment of this strategy and ways to overcome these challenges. By performing separate open semi-structured interviews with a group of 10 educators from university professors, teachers, and educational supervisors, the study used the qualitative...

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List (EdTech Hub Helpdesk Request No. 11)

Koomar, S., Moss Coflan, C., & Kaye, T. - 2020 - EdTech Hub

This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.

EdTech for Climate Resilience: A Rapid Evidence Review

Brugha, M., Azfal, N., Emerusenge, A. P., … Nagol, E. - 2025 - EdTech Hub

This Rapid Evidence Review provides a synthesis of evidence related to the use of educational technology for building climate resilience within education systems in low- and middle-income countries. The primary objective of the review is to provide educational stakeholders with an overview of how technology could be effectively leveraged in these contexts, highlighting key design considerations for and potential barriers to effective implementation. The review looked at evidence generated...

The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in...

Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled...

Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom...

Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to...

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms [Methodology publication]

Major, L., Daltry, R., Otieno, M., … Friedburg, A. - 2023 - EdTech Hub

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...

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 3:  Skills taxonomy (Technical Report No. 3)

Groeneveld, C. - 2022 - EdTech Hub

In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been...

The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also...

COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more...

Using AI to Automate the Literature Review Process in Education: A Topic Brief (Helpdesk Response No. 183)

Haßler, B., Hassan, S. M., Klune, C., … Friese, L. - 2024 - EdTech Hub

Systematic literature reviews are often conducted manually in many research organisations. This topic brief explores the use of AI to automate the literature review process in the field of EdTech in order to improve the speed and efficiency of creating literature reviews across the sector. The topic brief is guided by the following questions: What tools are available for organisations and projects to use to automate evidence reviews? How appropriate are existing tools? Are they easy to use?...

EdTech and COVID-19 response [Save Our Future] (Background Paper No. 3; #SaveOurFuture)

Haßler, B., Nicolai, S., McBurnie, C., … Kreimeia, A. - 2020 - Education Commission

This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D

The impact of ICT and especially EdTech within the Rohingya refugee camps remains poorly understood. The study investigates whether EdTech can serve as a scalable solution for mass education in the camps, considering current limitations. The ongoing conflict and the resulting humanitarian crisis have forced hundreds of thousands of Rohingya to flee, resulting in extremely limited educational opportunities for the children affected. Limited infrastructure hinders effective deployment of...

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.

EdTech and COVID-19 response [EdTech Hub Report] (Working Paper No. 11)

Haßler, B., Nicolai, McBurnie, Chris, … Kreimeia, Adam - 2020 - EdTech Hub

This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.

Guidance on Pre-Assessment for Establishing E-Learning Centres (Helpdesk Response No. 38)

AlSheikh Theeb, T., McGinty, S., & Obaid, R. - 2022 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org