Full bibliography 2,138 resources
- Freiermuth, S., Bedoui, C., Middleton, E., & Taddese, A. (2020). Government of Sierra Leone Education Data Hub: A User Research Report. EdTech Hub. https://doi.org/10.5281/zenodo.3960140
Report on the Government of Sierra Leone Education Data Hub
- What we have learnt from designing and implementing tablet-based learning across the world. (2020, July 30). EdTech Hub. https://edtechhub.org/2020/07/30/what-we-have-learnt-from-designing-and-implementing-tablet-based-learning-across-the-world/
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
- What you can expect from the future EdTech Hub website. (2020, July 27). EdTech Hub. https://edtechhub.org/2020/07/27/what-you-can-expect-from-the-future-edtech-hub-website/
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
- Choudhary, A. (2020, July 25). CC search, initial accessibility improvements [CC Open Source]. CC Open Source Blog. /blog/entries/cc-search-accessibility-week7-8/
These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages.
- Webb, D., Barringer, K., Torrance, R., & Mitchell, J. (2020). Girls’ Education: Rapid Evidence Review. Zenodo. https://doi.org/10.5281/zenodo.3958002
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. This review was written by a research team at Refugee Support Network (refugeesupportnetwork.org) and members of the EdTech Hub. All the rapid evidence reviews are available at edtechhub.org.
- Coventry University. (2020). Abracadabra (ABRA) - re-grant. Education Endowment Foundation. https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf
Project: Abracadabra (ABRA), An online reading programme to improve early literacy
- Afghanistan: Covid-19 brings uncertainty to learning. (2020, July 22). EdTech Hub. https://edtechhub.org/2020/07/22/afghanistan-covid-19-brings-uncertainty-to-learning/
By Asma Rabi COVID-19 presents a significant challenge to the education system in Afghanistan. School closures have turned a spotlight on access to education and inequalities across the country. As in countries around the world, the speed of these closures and the rapid move to distance learning has allowed little time for policy-makers to come up with quick solutions to…
- Baticulon, R. E., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Sy, J. J., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2020). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. MedRxiv, 2020.07.16.20155747. https://doi.org/10.1101/2020.07.16.20155747
<p>Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized <i>Emx1-cre</i>X<i>Rosa26-GCaMP3</i> mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.</p>
- Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, N., Taylor, S., & Thulare, T. (2020). Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa. https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0
- Sarwar, Mohammad Afzal Hossain, Hossain, I., & Kaye, T. (2020, July 15). Five lessons learnt from Bangladesh’s experience responding to COVID-19. EdTech Hub. https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/
In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
- Five lessons learnt from Bangladesh’s experience responding to COVID-19. (2020, July 15). EdTech Hub. https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
- Zahra-Malik, M. (2020, July 14). The coronavirus effect on Pakistan’s digital divide. BBC Worklife. https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
- Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda. (2020, July 10). EdTech Hub. https://edtechhub.org/2020/07/10/leaving-no-one-behind-technology-and-the-education-sector-response-to-covid-19-in-rwanda/
By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…
- Crouch, L. (2020). Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya. Research on Improving Systems of Education (RISE). https://doi.org/10.35489/BSG-RISE-RI_2020/020
As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.