Your search
Results 5 resources
-
This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika...
-
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...
-
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.
-
EdTech in Senegal: A Rapid Scan (Country Scan No. 9)Upadhyay, A., & Taddese, A. - 2020 - EdTech Hub
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is...
-
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
Filter by our tags
Learners
Educators
Education systems
- Access
- Assessment (1)
- Curriculum and educational content (1)
- Educational data (1)
- Equity (3)
- Governance (1)
- Quality (4)
- System readiness (1)
Hardware and modality
- Distance education
- App-based (3)
- Audio (2)
- Blended learning (1)
- Desktop and laptop computers (2)
- Online learning (2)
- Open educational resources (1)
- Personalised learning (1)
- Phone (3)
- Radio (2)
- Social media and messaging (2)
- Tablet (2)
- Television (2)
- Video (1)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (1)
- Low connectivity and/or electricity (3)
- Peri-urban (1)
- Rural (2)
- Urban (2)
Language of publication
Publisher and type
- Helpdesk Response (1)
- Other type (2)
- Policy Brief (2)
- Working Paper (1)
Research method
Topic Area
Focus Countries
- Tanzania (2)