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Results 33 resources
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An output of the EdTech Hub, https://edtechhub.org
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EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
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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...
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The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital...
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This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any...
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This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
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During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
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An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
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An output of the EdTech Hub, https://edtechhub.org
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Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE)....
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Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
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As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
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This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech...
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This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on...
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Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers,...
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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...
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