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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 Districts of Teaching Excellence demonstration project explored how middle-tier education officials in Sierra Leone can strengthen foundational literacy and numeracy (FLN) instruction. Using a rapid 'test-and-learn' methodology over six months in Port Loko and Kono districts, the project tested strategies to support School Quality Assurance Officers (SQAOs) as instructional leaders. Key findings indicate that a precise shared understanding and alignment between pedagogy and EdTech are...
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An output of the EdTech Hub, https://edtechhub.org/
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This document serves as a practical guide for implementers and decision-makers on how available technologies can effectively support teaching and learning in schools worldwide. Drawing on existing evidence of successful EdTech interventions in low-resource settings, particularly within Southeast Asia, it offers guidance on the essential steps in the early phases of EdTech implementation. The report also provides recommendations for transitioning from the initial conception phase to...
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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 Helpdesk Report was developed in response to a request from the UK's Foreign Commonwealth and Development Office (FCDO) Bangladesh for a rapid scan on the use of Artificial Intelligence (AI) in Bangladesh’s education system. The report aims to provide education decision-makers with accessible, evidence-based summaries of best practices in specific areas of EdTech, in this case, the AI landscape in Bangladesh. Using a combination of desk research and key informant interviews, the scan...
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As neurodivergent learners continue to face multifaceted challenges that affect their education, education systems, environments, and practices have struggled to address their needs adequately. This rapid evidence synthesis explores the current state of evidence regarding the use of educational technologies (EdTech) for neurodivergent learners in low-and middle-income countries (LMICs). The review was conducted in two phases to offer complementary insights on the topic. The first phase...
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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 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 is the fourth in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the extent to which the provision of notifications to pre-primary teachers to view data dashboards impacts learner device usage and learning outcomes. The A/B/C test found no impact on device usage and negligible impact on learning outcomes. This suggests that accompanying data dashboards with...
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This is the third in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the impact of repeating learning content for pre-primary learners on learner device usage and learning outcomes. The A/B test found that content repetition had an impact on literacy and numeracy outcomes for PP2 learners. PP2 learners’ usage of the DPL tool was significantly reduced with content...
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This is the second in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates whether introducing a timer alongside digitised lesson plans impacts upon teachers’ lesson plan usage. The A/B test found that providing a timer did not influence how much time teachers spent on digitised lesson plans. While, on average, teachers in the timer group tended to spend less time on lesson...
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This is the first in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the optimal number of minutes for pre-primary learners on a classroom-integrated digital personalised learning tool to optimise learning outcomes. The A/B/C test found different levels of session duration impacted on literacy and numeracy outcomes, with the findings for numeracy dependent on grade level....
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Across Southeast Asia, digital learning and EdTech have expanded rapidly in response to long-standing challenges and the Covid-19 pandemic. While access and integration have improved, gaps remain for out-of-school children, girls, learners with disabilities, and those in crisis-affected settings. This paper examines five cross-cutting themes essential to inclusive education: gender equity, special educational needs and disabilities (SEND), school-related violence and bullying, education in...
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In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions,...
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