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الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات  تشمل جميع الطلاب؟ [Helpdesk Response]

AlSheikhTheeb, T., Sahin, A., Abdelrahman, S., … Sheqem, Y. - 2022 - EdTech Hub

كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة،...

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning (Helpdesk Response No. 14)

Allier-Gagneur, Z., & Moss Coflan, C. - 2020 - EdTech Hub

EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.

What is “Nudging” and How Does it Change Behaviour in Education? [Learning Brief]

Koomar, S. - 2024 - EdTech Hub

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,...

Uzoefu wa Walimu katika kufundisha kwa kutumia teknolojia nchini Tanzania Mapendekezo Juu ya Sera na Utekelezaji [Muhtasari Wa Sera / Policy Brief]

Hennessy, S., Koomar, S., & Kreimeia, A. - 2023 - EdTech Hub

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...

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward

McBurnie, C., Vijil, A., & Haßler, B. - 2022, May 8 - EdTech Hub

An output of the EdTech Hub, https://edtechhub.org

Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge [Preprint]

Anonymised for Peer Review Purposes - 2023 - EdTech Hub

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:...

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list (Helpdesk Response No. 6)

McBurnie, C. - 2020 - EdTech Hub

Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.

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 EdTech to Support Effective Data Monitoring: A Curated Resource List. (Helpdesk Response No. 23)

Koomar, S., & Blest, H. - 2020 - EdTech Hub

This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List (EdTech Hub Helpdesk Request No. 11)

Koomar, S., Moss Coflan, C., & Kaye, T. - 2020 - EdTech Hub

This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence (Helpdesk Response No. 25)

Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. - 2020 - EdTech Hub

This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone?

2023 - EdTech Hub Preprint

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,...

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 [Working Paper]

Tembey, L., Baier, J., Ogolla, C., & Mohan, P. - 2021 - EdTech Hub and Busara Center for Behavioural Economics

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...

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic (EdTech Hub Helpdesk Request No. 7)

McBurnie, C. - 2020 - EdTech Hub

This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.

The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya (EdTech Hub Working Paper No. 52)

Otieno, J., Kaye, T., & Mbugua, W. - 2023 - EdTech Hub

Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and...

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...

The Role of Interactive Radio Instruction in the COVID-19 Education Response

McBurnie, C. - 2020, April 8 - Open Development & Education

Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]

The role of interactive radio instruction in the coronavirus (COVID-19) education response

McBurnie, C. - 2020, April 23 - EdTech Hub

This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis

Major, 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...