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An output of the EdTech Hub, https://edtechhub.org/
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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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The study reported here is for Phase 2 of the research project known as ‘The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania’ and part of the global Empowering Teachers Initiative (ETI), which comprises 10 country projects. It is closely aligned with the implementation of ‘MEWAKA’ (Mafunzo Endelevu kwa Walimu Kazini) or Teacher continuous professional development (TCPD), and the Tanzania National TCPD implementation...
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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 potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected...
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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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This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of...
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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...
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In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
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This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
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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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Learners
Educators
Education systems
- Access (6)
- Accountability (1)
- Assessment (4)
- Curriculum and educational content (5)
- Education financing (1)
- Educational data (2)
- Equity (6)
- Governance (3)
- Monitoring and evaluation (4)
- Quality (9)
- System readiness (3)
Hardware and modality
- Phone
- App-based (7)
- Audio (5)
- Blended learning (5)
- Desktop and laptop computers (4)
- Distance education (6)
- Online learning (6)
- Open educational resources (4)
- Personalised learning (2)
- Printed teaching and learning materials (5)
- Radio (3)
- Social media and messaging (4)
- Tablet (5)
- Television (1)
- Video (6)
Educational level
- Informal education (1)
- Primary education (7)
- Secondary education (6)
- Vocational education (2)
Within-country contexts
- Fragile and conflict affected contexts (1)
- Low connectivity and/or electricity (7)
- Peri-urban (3)
- Rural (5)
- Urban (3)
Publisher and type
- Blog / op-ed (1)
- Helpdesk Response (2)
- Learning Brief (2)
- Other type (1)
- Policy Brief (1)
- Rapid Evidence Review (2)
- Working Paper (1)
Research method
Topic Area
Focus Countries
- Bangladesh (3)
- Ghana (2)
- Kenya (2)
- Malawi (2)
- Pakistan (2)
- Sierra Leone (4)
- Tanzania (4)
Publication year
- Between 2000 and 2025 (10)