EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
Resource type
Journal Article
Authors/contributors
- Jordan, Katy (Author)
- Myers, Christina (Author)
Title
EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
Abstract
Gender-based inequality in access to education is an issue of global
concern. The use of educational technology is often cited as a potential
way to help close educational gaps and promote girls’ education.
However, the existing evidence base in relation to girls’ learning
outcomes when using educational technology in low-income countries
is limited. The evidence base was recently boosted by a study
in which findings from classic educational development studies
were revisited and disaggregated by gender [7]. In this paper, we
present a secondary analysis of this dataset, focusing specifically
on the educational technology-focused interventions, and sourcing
additional data. The analysis comprises 35 interventions, reported
across 15 publications, published between 2003 and 2019.We discuss
the relative efficacy of different types of educational technology interventions
by comparing effect sizes of learning outcomes for girls.
The findings suggest that interventions which focus on distributing
hardware alone have mixed - and sometimes negative - effects
on learning outcomes for girls. The impact of software-focused
interventions is more positive, particularly personalised learning
applications. Furthermore, we consider characteristics of the studies
included in the analysis, and identify gaps in the literature which
will help shape research in this field in the future.
Date
2022-06
Language
en
Short Title
EdTech and Girls Education in Low- and Middle-Income Countries
Accessed
30/05/2022, 13:42
Library Catalogue
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Extra
Accepted: 2022-04-25T08:00:57Z
Publisher: Faculty of Education
Citation
Jordan, K., & Myers, C. (2022). EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? https://doi.org/10.17863/CAM.83829
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