Your search
Results 54 resources
-
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 the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya,...
-
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role...
-
An output of the EdTech Hub, https://edtechhub.org/
-
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...
-
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,...
-
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting...
-
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...
-
Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content...
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio,...
-
An output of the EdTech Hub, https://edtechhub.org
-
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.
-
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic...
-
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...
-
This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any...
-
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued...
-
An output of the EdTech Hub, https://edtechhub.org
Filter by our tags
Learners
Educators
Education systems
- Access
- Accountability (6)
- Assessment (6)
- Curriculum and educational content (16)
- Education financing (3)
- Educational data (5)
- Equity (30)
- Governance (7)
- Monitoring and evaluation (4)
- Quality (18)
- System readiness (10)
Hardware and modality
- App-based (11)
- Audio (9)
- Blended learning (7)
- Desktop and laptop computers (9)
- Distance education (21)
- MP3 player (1)
- Online learning (12)
- Open educational resources (3)
- Personalised learning (4)
- Phone (19)
- Printed teaching and learning materials (7)
- Radio (19)
- Social media and messaging (7)
- Tablet (9)
- Television (11)
- Video (6)
Educational level
- Adult education (2)
- Early childhood and pre-primary (8)
- Higher education (2)
- Informal education (7)
- Primary education (47)
- Secondary education (41)
- Vocational education (2)
Within-country contexts
- Fragile and conflict affected contexts (7)
- Low connectivity and/or electricity (29)
- Peri-urban (10)
- Rural (18)
- Urban (11)
Publisher and type
- Blog / op-ed (6)
- Country summaries and case studies (1)
- Evidence Review (4)
- Helpdesk Response (16)
- In partnership with UNICEF (3)
- In partnership with World Bank (2)
- Journal article (5)
- Learning Brief (1)
- Other type (3)
- Policy Brief (4)
- Position Paper (2)
- Rapid Evidence Review (1)
- Sandbox Sprint Review (2)
- Technical Report (5)
- Working Paper (5)
Research method
Topic Area
Focus Countries
- Bangladesh (1)
- Ghana (2)
- Kenya (6)
- Pakistan (2)
- Sierra Leone (7)
- Tanzania (3)
Publication year
-
Between 2000 and 2024
(53)
-
Between 2010 and 2019
(1)
- 2019 (1)
- Between 2020 and 2024 (52)
-
Between 2010 and 2019
(1)
- Unknown (1)