Results 7 resources
Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries (EdTech Hub Helpdesk Response No. 4)Coflan, C. M., & Kaye, T. - 2020 - EdTech Hub
This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries (EdTech Hub Helpdesk Response No. 4)Coflan, C. M., & Kaye, T. - 2020 - Zenodo
The use of education technology (EdTech) has grown substantially around the globe over the last several decades. Tech solutions have penetrated most facets of education service delivery and there is increasing agreement that technology can help make education more effective, efficient and equitable in countries all over the world. One area where EdTech holds potential to enhance learning is amongst children with special educational needs and/or disabilities (SEND). While data on SEND is...
Blended and Hybrid Learning Initiatives: A curated list for El Salvador (Helpdesk Response No. 36)Villavicencio, X., & Coflan, C. M. - 2022 - EdTech Hub
This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance...
Using evidence to strengthen tech-supported teacher professional development in MadagascarCoflan, C. M., Koomar, S., & Rasolohery, H. - 2021, April 23 - EdTech Hub
Read in French Context Madagascar faces high levels of learning poverty; 97 per cent of the country’s children at late primary age are not proficient in reading (World Bank, 2019, based on 2015 PASEC data). We know teachers are one of the most crucial influences on student learning; in 2019, just 15% of primary school Malagasy teachers were qualified. How…
L’utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à MadagascarCoflan, C. M., Koomar, S., & Rasolohery, H. - 2021, April 23 - EdTech Hub
Lire en Anglais Contexte Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves;…
STEM Skills Initiatives for Adolescent Girls in the LAC Region (Helpdesk Response No. 42)Villavicencio, X., Myers, C., & Coflan, C. M. - 2022 - EdTech Hub
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of...