Results 7 resources
The potential of using technology to support personalised learning in low- and middle-income countriesMajor, L., & Francis, G. - 2020, August 18 - EdTech Hub
With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…
Technology-Supported Personalised Learning: A Rapid Evidence Review (Rapid Evidence Review No. 1)Major, L., & Francis, G. A. - 2020 - EdTech Hub
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
Country-Level Research Review: EdTech in Ghana [Working Paper]Tsapali, M., Major, L., Damani, K., … Taddese, A. - 2021 - EdTech Hub
Randomised Controlled Trial Protocol: Digital Personalised Learning to Improve Literacy & Numeracy Outcomes in Kenyan Classrooms [Methodology publication]Major, L., & Daltry, R. - 2023 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Tablet use in schools: a critical review of the evidence for learning outcomesHaßler, B., Major, L., & Hennessy, S. - 2016 - Journal of Computer Assisted Learning, 32(2), 139–156
The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysisMajor, L., Francis, G. A., & Tsapali, M. - 2021 - British Journal of Educational Technology, 52(5), 1935–1964
Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and...
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