Your search
Results 5 resources
-
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...
-
This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects:...
-
The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners...
-
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender,...
-
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
- Parents and caregivers (1)
- Pedagogy (1)
- Teachers (3)
Education systems
- Access (2)
- Accountability (1)
- Assessment (2)
- Curriculum and educational content (1)
- Educational data (1)
- Equity (2)
- Monitoring and evaluation (1)
- Quality (1)
- System readiness (1)
Hardware and modality
- App-based (3)
- Audio (1)
- Blended learning (2)
- Desktop and laptop computers (2)
- Distance education (2)
- Online learning (2)
- Open educational resources (1)
- Personalised learning (2)
- Phone (3)
- Printed teaching and learning materials (2)
- Radio (2)
- Social media and messaging (1)
- Tablet (1)
- Television (1)
- Video (1)
Educational level
Within-country contexts
- Rural
- Low connectivity and/or electricity (5)
- Peri-urban (3)
- Urban (4)
Language of publication
- English (5)
Publisher and type
- Methodology publication (1)
- Other type (1)
- Sandbox Sprint Review (1)
- Technical Report (1)
- Working Paper (1)
Research method
Topic Area
Focus Countries
- Bangladesh (2)
- Ghana (2)
- Kenya (2)
- Pakistan (1)
- Sierra Leone (2)