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Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in...
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This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’,...
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R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.
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Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education...
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This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in...
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All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a...
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All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a...
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Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London
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Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London
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Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at...
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New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine...
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This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following...
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