Evidence Library – The EdTech Hub - Custom feedEvidence Library – The EdTech Hubhttps://docs.edtechhub.org/lib/2024-03-29T06:51:25.933746+00:00https://docs.edtechhub.org/lib/atom.xml?creator=%22El-Serafy,+Yomna%22KerkoData collection and visualisation tools in the education sector in sub-Saharan Africa and South Asiahttps://docs.edtechhub.org/lib/P833K7KC2022-11-28T10:32:30Z2023-12-05T21:08:21ZAn output of the EdTech Hub, https://edtechhub.orgVijil, AlejandraEl-Serafy, YomnaAdam, TaskeenHaßler, Björn2023enCreative Commons Attribution 4.0 InternationalData collection and visualisation tools in the education sector in sub-Saharan Africa and South AsiaThe Importance of Caregiver Engagement in Supporting Learninghttps://docs.edtechhub.org/lib/7VZZBHDN2022-09-14T12:53:19Z2022-09-14T17:01:51ZDo you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more.Kimathi, DeborahEl-Serafy, YomnaPlaut, DanielKaye, Tom2021-07-16T10:38:50+00:00en-USThe Importance of Caregiver Engagement in Supporting LearningThe effectiveness of technology-supported teacher professional learning communities in emergency settingshttps://docs.edtechhub.org/lib/DCKRX5U62022-09-13T16:59:23Z2022-09-13T17:09:41ZProfessional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.El-Serafy, YomnaAdam, TaskeenHassler, Björn2022978-1-00-318549-9RoutledgeThe effectiveness of technology-supported teacher professional learning communities in emergency settingsTechnical Assistance to the Government of Tanzania: Inception Reporthttps://docs.edtechhub.org/lib/EC7PUHHF2021-08-02T12:51:16Z2022-12-08T18:00:49ZAn output of the EdTech Hub, https://edtechhub.orgProctor, JamiePlaut, DanielEl-Serafy, YomnaCarter, AliceThakrar, Jayshree2021-08-09enCreative Commons Attribution 4.0 InternationalTechnical Assistance to the Government of Tanzania: Inception ReportKeeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroomhttps://docs.edtechhub.org/lib/LZM9KHE62021-07-26T19:46:10Z2022-04-28T09:16:35ZSince the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning. The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…Kimathi, DeborahEl-Serafy, YomnaPlaut, DanielKaye, Tom2021-07-16T10:38:50+00:00en-USKeeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroomThe use of 'building blocks' to develop digital platforms for education in sub-Saharan Africahttps://docs.edtechhub.org/lib/PIXT9J662021-06-08T16:07:50Z2024-02-28T17:23:08ZWe set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).Adam, TaskeenEl-Serafy, YomnaPodea, MariusHaßler, Björn2021Creative Commons Attribution 4.0 InternationalThe use of 'building blocks' to develop digital platforms for education in sub-Saharan AfricaStrategy for Tanzania — Focus Area: TCPD in primary schoolshttps://docs.edtechhub.org/lib/BPHSJBH72021-05-07T16:12:37Z2021-11-07T19:43:42ZEl-Serafy, YomnaKhalayleh, AbdullahCarter, AliceHaßler, BjörnProctor, JamieAdam, Taskeen2021Creative Commons Attribution 4.0 InternationalStrategy for Tanzania — Focus Area: TCPD in primary schoolsFinal reporthttps://docs.edtechhub.org/lib/NWZU67FG2021-05-03T16:49:43Z2021-05-03T16:50:04ZKhalayleh, AbdullahEl-Serafy, YomnaHaßler, Björn2021-02-12Creative Commons Attribution 4.0 InternationalFinal reportCharacteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literaturehttps://docs.edtechhub.org/lib/XX2BVQGM2021-05-03T16:49:43Z2021-05-03T16:50:04ZKhalayleh, AbdullahEl-Serafy, YomnaHaßler, Björn2021-02-12Creative Commons Attribution 4.0 InternationalCharacteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the LiteratureAll Programmes Recorded, All Outputs Reportedhttps://docs.edtechhub.org/lib/VJYXV8JP2021-05-03T14:45:41Z2022-04-12T11:10:21ZHaßler, BjörnAdam, TaskeenBlower, ThomasEl-Serafy, YomnaKaye, TomKhalayleh, AbdullahMcBurnie, ChrisMegha-Bongnkar, GhislaineRegis, Callista2021-10-01All Programmes Recorded, All Outputs ReportedMother Language Day 2021: Improving data on mother-tongue languages for better learning outcomeshttps://docs.edtechhub.org/lib/E65E8VY52021-04-21T16:18:34Z2022-12-08T17:58:51ZTo celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…Haßler, BjörnCastillejo, AliceMarzotto, MiaEl-Serafy, YomnaKhalayleh, AbdullahKoomar, SaalimLanga, AnchaNyilinkindi, JacquesSaadeddin, ZeinaTegha, GhislaineVillavicencio Peralta, Xuzel Ana2021-02-20T18:48:31+00:00en-USCreative Commons Attribution 4.0Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomesMother Language Day 2021https://docs.edtechhub.org/lib/ZQCX7TX32021-02-17T10:29:06Z2021-11-07T20:14:41ZTo celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages.
Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home.
We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind.
We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers.
With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.Haßler, BjörnCastillejo, AliceMarzotto, MiaEl-Serafy, YomnaKhalayleh, AbdullahKoomar, SaalimLanga, AnchaNyilinkindi, JacquesSaadeddin, ZeinaTegha, GhislaineVillavicencio Peralta, Xuzel Ana2021-02-21enCreative Commons Attribution 4.0Mother Language Day 2021Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech researchhttps://docs.edtechhub.org/lib/TD2ASC4G2021-01-18T15:19:41Z2023-11-26T12:57:51ZHaßler, BjörnEl-Serafy, YomnaKhalayleh, AbdullahMcBurnie, Chris2021-03-01enCreative Commons Attribution 4.0 InternationalSyṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research