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This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The...
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This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to the implementation of EdTech programmes, platforms, and devices in emergency contexts. The main aim of the review is to provide education decision-makers, funders, and implementers (among others) with a clear picture of ‘what works’ regarding EdTech in emergencies. Crucially, it also aims to create an understanding of the conditions necessary to ensure the effectiveness of these interventions. Accordingly,...
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This policy brief explores how EdTech can support a climate-resilient education system, drawing on insights from stakeholder consultations and EdTech Hub's research on learning continuity in response to climate emergencies following the 2022 Pakistan floods. While recovery efforts often focus on restoring physical infrastructure, we argue that a shift to long-term resilience against climate emergencies can be supported by strategic and contextually relevant use of EdTech. The brief...
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This EdTech Hub rapid scan outlines the efficacy of interactive whiteboards (IWBs) to better understand the potential impact of investment in the digitisation of teaching and learning materials to enhance access to education and learning for refugee children. The focus is on research that can highlight any evidence on the efficacy of interactive whiteboards in low- and middle-income country (LMIC) contexts characterised by high numbers of school-age refugees, with Turkey as a key case study....
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This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good...
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Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age...
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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.
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