Your search
Results 42 resources
-
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
-
This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in...
-
An output of the EdTech Hub, https://edtechhub.org
-
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As...
-
The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In...
-
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting...
-
An output of the EdTech Hub, https://edtechhub.org
-
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania....
-
Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV...
-
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance...
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
-
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE)....
-
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...
-
An output of the EdTech Hub, https://edtechhub.org
-
The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of...
-
The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School...
Filter by our tags
Learners
Educators
Education systems
- Access (12)
- Accountability (2)
- Assessment (2)
- Curriculum and educational content (8)
- Educational data (4)
- Equity (9)
- Governance (4)
- Monitoring and evaluation (7)
- Quality (8)
- System readiness (5)
Hardware and modality
- App-based (8)
- Audio (5)
- Blended learning (7)
- Desktop and laptop computers (5)
- Distance education (10)
- Online learning (7)
- Open educational resources (4)
- Personalised learning (4)
- Phone (9)
- Printed teaching and learning materials (3)
- Radio (5)
- Social media and messaging (6)
- Tablet (8)
- Television (2)
- Video (5)
Educational level
- Early childhood and pre-primary (3)
- Higher education (1)
- Informal education (2)
- Primary education (29)
- Secondary education (29)
- Vocational education (1)
Within-country contexts
- Fragile and conflict affected contexts (1)
- Low connectivity and/or electricity (10)
- Peri-urban (3)
- Rural (7)
- Urban (4)
Publisher and type
- Country summaries and case studies (4)
- Evidence Review (9)
- Helpdesk Response (8)
- In partnership with BETER (1)
- Journal article (7)
- Learning Brief (1)
- Other type (3)
- Policy Brief (4)
- Position Paper (4)
- Rapid Evidence Review (3)
- Sandbox Sprint Review (1)
- Systematic Review (1)
- Technical Report (5)
- Working Paper (4)
Research method
Topic Area
Focus Countries
- Bangladesh (4)
- Malawi (1)
- Sierra Leone (4)
- Tanzania (2)