Your search
Results 13 resources
-
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
-
This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
-
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand...
-
An output of the EdTech Hub, https://edtechhub.org
-
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...
-
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
-
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...
-
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...
-
An output of the EdTech Hub, https://edtechhub.org/
-
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic...
-
To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to...
-
An output of the EdTech Hub, https://edtechhub.org
-
An output of the EdTech Hub, https://edtechhub.org
Filter by our tags
Learners
Educators
Education systems
- Curriculum and educational content
- Access (13)
- Accountability (1)
- Assessment (4)
- Educational data (1)
- Equity (9)
- Governance (1)
- Monitoring and evaluation (1)
- Quality (4)
- System readiness (3)
Hardware and modality
- App-based (4)
- Audio (3)
- Blended learning (3)
- Desktop and laptop computers (3)
- Distance education (5)
- Online learning (4)
- Open educational resources (2)
- Personalised learning (3)
- Phone (5)
- Printed teaching and learning materials (2)
- Radio (3)
- Social media and messaging (3)
- Tablet (2)
- Television (1)
- Video (2)
Educational level
Within-country contexts
- Fragile and conflict affected contexts (2)
- Low connectivity and/or electricity (6)
- Peri-urban (3)
- Rural (4)
- Urban (3)
Publisher and type
- Country summaries and case studies (1)
- Helpdesk Response (3)
- In partnership with UNICEF (1)
- In partnership with World Bank (1)
- Journal article (3)
- Other type (1)
- Policy Brief (2)
- Position Paper (2)
- Working Paper (3)
Research method
Topic Area
Focus Countries
- Bangladesh (1)
- Ghana (1)
- Kenya (1)
- Pakistan (1)
- Sierra Leone (1)