Your search
Results 8 resources
-
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 a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The...
-
This EdTech Hub rapid scan outlines the efficacy of interactive whiteboards (IWBs) to better understand the potential impact of investment in the digitisation of teaching and learning materials to enhance access to education and learning for refugee children. The focus is on research that can highlight any evidence on the efficacy of interactive whiteboards in low- and middle-income country (LMIC) contexts characterised by high numbers of school-age refugees, with Turkey as a key case study....
-
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 report was developed in response to a request from UNICEF Thailand for a curated list of digital skills and literacy frameworks designed for teachers. It reviews and compares 16 global, regional, and national frameworks to inform the development or adaptation of teacher-specific training and materials in Thailand. Key insights include the multidimensional nature of digital literacy, the central role of teacher development, and the alignment of learner-centred approaches with...
-
This policy brief explores how EdTech can support a climate-resilient education system, drawing on insights from stakeholder consultations and EdTech Hub's research on learning continuity in response to climate emergencies following the 2022 Pakistan floods. While recovery efforts often focus on restoring physical infrastructure, we argue that a shift to long-term resilience against climate emergencies can be supported by strategic and contextually relevant use of EdTech. The brief...
-
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...
Filter by our tags
Learners
Educators
Education systems
- Access (6)
- Accountability (1)
- Assessment (1)
- Curriculum and educational content (6)
- Education financing (1)
- Educational data (3)
- Equity (5)
- Governance (2)
- Monitoring and evaluation (2)
- Quality (4)
- System readiness (3)
Hardware and modality
- App-based (4)
- Audio (4)
- Blended learning (5)
- Desktop and laptop computers (3)
- Distance education (5)
- Online learning (4)
- Open educational resources (4)
- Personalised learning (1)
- Phone (5)
- Printed teaching and learning materials (1)
- Radio (1)
- Social media and messaging (3)
- Tablet (5)
- Television (1)
- Video (4)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (5)
- Low connectivity and/or electricity (5)
- Peri-urban (1)
- Rural (2)
- Urban (1)
Language of publication
- English (8)
Publisher and type
- Helpdesk Response (2)
- In partnership with UNICEF (1)
- Journal article (1)
- Learning Brief (1)
- Policy Brief (1)
- Rapid Evidence Review (3)
Research method
Topic Area
Focus Countries
- Bangladesh (2)
- Ghana (1)
- Kenya (2)
- Malawi (1)
- Pakistan (2)
- Sierra Leone (2)
- Tanzania (3)