Evidence Library – The EdTech Hub - Custom feed
Evidence Library – The EdTech Hub
https://docs.edtechhub.org/lib/
2024-03-29T05:51:55.780316+00:00
https://docs.edtechhub.org/lib/atom.xml?creator=%22Jordan,+Katy%22
Kerko
Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries
https://docs.edtechhub.org/lib/R2YGTN82
2024-03-25T20:50:39Z
2024-03-25T20:55:00Z
Hennessy, Sara
Jordan, Katy
Wagner, Daniel A.
EdTech Hub Team
2021
Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries
Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya
https://docs.edtechhub.org/lib/6BR2KK45
2024-02-29T10:12:18Z
2024-02-29T10:34:35Z
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
Jordan, Katy
Damani, Kalifa
Myers, Christina
Mumbi, Albina
Khagame, Phoebe
Njuguna, Lydia
2023-12-19
https://doi.org/10.30918/AERJ.114.23.088
23542160
Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya
Integrating digital personalised learning into pre-primary classroom practice: a teacher-researcher multiple-case study partnership in Kenya
https://docs.edtechhub.org/lib/R9QWX9VA
2024-02-18T19:50:49Z
2024-02-20T21:01:03Z
Daltry, Rebecca
Major, Louis
Otieno, Mary
Otieno, Kevin
Jordan, Katy
Moustafa, Nariman
Forthcoming
Integrating digital personalised learning into pre-primary classroom practice: a teacher-researcher multiple-case study partnership in Kenya
EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
https://docs.edtechhub.org/lib/7AGRDYVW
2024-01-27T22:12:25Z
2024-01-27T22:15:34Z
Gender-based inequality in access to education is an issue of global
concern. The use of educational technology is often cited as a potential
way to help close educational gaps and promote girls’ education.
However, the existing evidence base in relation to girls’ learning
outcomes when using educational technology in low-income countries
is limited. The evidence base was recently boosted by a study
in which findings from classic educational development studies
were revisited and disaggregated by gender [7]. In this paper, we
present a secondary analysis of this dataset, focusing specifically
on the educational technology-focused interventions, and sourcing
additional data. The analysis comprises 35 interventions, reported
across 15 publications, published between 2003 and 2019.We discuss
the relative efficacy of different types of educational technology interventions
by comparing effect sizes of learning outcomes for girls.
The findings suggest that interventions which focus on distributing
hardware alone have mixed - and sometimes negative - effects
on learning outcomes for girls. The impact of software-focused
interventions is more positive, particularly personalised learning
applications. Furthermore, we consider characteristics of the studies
included in the analysis, and identify gaps in the literature which
will help shape research in this field in the future.
Jordan, Katy
Myers, Christina
2022-06
https://doi.org/10.17863/CAM.83829
en
Attribution-NonCommercial-NoDerivatives 4.0 International
EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence
https://docs.edtechhub.org/lib/ZBTT8ST5
2023-09-24T08:10:53Z
2024-03-18T22:30:21Z
Jordan, Katy
Damani, Kalifa
Myers, Christina
Zhao, Annette
2023-07-20
https://doi.org/10.1145/3573051.3596172
9798400700255
en
ACM
The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence
Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone
https://docs.edtechhub.org/lib/EFV98PTB
2023-08-16T20:10:18Z
2023-08-16T20:14:24Z
Nicolai, Susan
Jordan, Katy
Adam, Taskeen
Kaye, Tom
Myers, Christina
10/2023
https://doi.org/10.1016/j.ijedudev.2023.102841
07380593
en
Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone
Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey
https://docs.edtechhub.org/lib/FQV2DUEH
2023-03-01T15:51:48Z
2024-02-29T10:34:35Z
An output of the EdTech Hub, https://edtechhub.org
Jordan, Katy
Damani, Kalifa
Myers, Christina
Khagame, Phoebe
Mumbi, Albina
Njuguna, Lydia
2023
en
Creative Commons Attribution 4.0 International
Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey
The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic
https://docs.edtechhub.org/lib/LDWAQKHF
2023-01-09T11:10:32Z
2023-01-09T11:10:45Z
Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Boujikian, Michèle
Carter, Alice
Jordan, Katy
2022-12
https://doi.org/10.33682/rj45-k7z7
2518-6833
en_US
The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic
How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review
https://docs.edtechhub.org/lib/8XW8JR6H
2023-01-09T11:07:02Z
2023-04-26T14:13:56Z
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 student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
Jordan, Katy
2023
en
Attribution-NonCommercial 4.0 International
How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review
Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn
https://docs.edtechhub.org/lib/D7VXZW6I
2022-11-28T15:00:31Z
2024-02-18T20:07:38Z
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India.
Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory
An output of the EdTech Hub, https://edtechhub.org
Tailor, Kavita
Hennessy, Sara
Jordan, Katy
2023
en
Creative Commons Attribution 4.0 International
Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn
Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya
https://docs.edtechhub.org/lib/NP52QFM8
2022-11-10T12:01:22Z
2022-11-14T16:21:36Z
This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022.
An output of the EdTech Hub, https://edtechhub.org
Myers, Christina
Jordan, Katy
Khagame, Phoebe
Mumbi, Albina
Njuguna, Lydia
Zhao, Annette
2022-11-10
en
Creative Commons Attribution 4.0 International
Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya
EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
https://docs.edtechhub.org/lib/M9L6E934
2022-08-02T10:30:05Z
2022-08-02T10:30:29Z
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
Jordan, Katy
Myers, Christina
June 1, 2022
https://doi.org/10.1145/3491140.3528305
978-1-4503-9158-0
Association for Computing Machinery
EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?
EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic
https://docs.edtechhub.org/lib/S7XK6HFJ
2022-04-26T12:58:07Z
2023-06-05T13:57:04Z
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 learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.
Damani, Kalifa
Daltry, Rebecca
Jordan, Katy
Hills, Libby
Evans, Laura
2022
https://doi.org/10.1111/dpr.12619
1467-7679
en
EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic
EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls?
https://docs.edtechhub.org/lib/9RGDIIHD
2022-01-18T17:32:53Z
2022-12-08T17:55:41Z
An output of the EdTech Hub, https://edtechhub.org
Jordan, Katy
Myers, Christina
2022-03-31
en
Creative Commons Attribution 4.0 International
EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls?
EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts
https://docs.edtechhub.org/lib/JGTWVQI4
2021-09-16T12:20:53Z
2023-06-05T14:04:08Z
An output of the EdTech Hub, https://edtechhub.org
Jordan, Katy
Mitchell, Joel
2021-09-16
en
Creative Commons Attribution 4.0 International
EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts
Technology in education in low-income countries: Problem analysis and focus of the Hub's work
https://docs.edtechhub.org/lib/ZGFQHAS3
2021-07-19T16:30:46Z
2021-07-28T07:25:16Z
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
Hennessy, Sara
Jordan, Katy
Hassler, Bjoern
Hollow, David
Brugha, Meghan
Jamieson Eberhardt, Molly
Sabates, Ricardo
2020-01-31
https://doi.org/10.5281/zenodo.3352007
Technology in education in low-income countries: Problem analysis and focus of the Hub's work
"Making visible" inequity: Remote learning with technology during Covid-19
https://docs.edtechhub.org/lib/ADTLVJKG
2021-06-29T10:35:07Z
2022-12-08T17:58:37Z
Crompton, Helen
Jordan, Katy
Wilson, Samuel
Nicolai, Susan
"Making visible" inequity: Remote learning with technology during Covid-19
Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19
https://docs.edtechhub.org/lib/D6PWMC4I
2021-06-09T15:58:33Z
2023-06-05T13:56:31Z
An output of the EdTech Hub, https://edtechhub.org
Crompton, Helen
Chigona, Agnes
Jordan, Katy, Jordan,
Myers, Christina
2021-06-09
en
Creative Commons Attribution 4.0 International
Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19
EdTech and Emergency Remote Learning: A Systematic Review
https://docs.edtechhub.org/lib/V6UCUGBZ
2021-06-09T15:36:37Z
2022-12-08T17:55:40Z
An output of the EdTech Hub, https://edtechhub.org
Crompton, Helen
Burke, Diane
Jordan, Katy
Wilson, Sam
Nicolai, Susan
Myers, Christina
2021-06-09
en
Creative Commons Attribution 4.0 International
EdTech and Emergency Remote Learning: A Systematic Review
Learning with technology during emergencies: A systematic review of K-12 education
https://docs.edtechhub.org/lib/JE8I8566
2021-05-25T19:07:09Z
2023-06-05T13:56:31Z
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). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
Crompton, Helen
Burke, Diane
Jordan, Katy
Wilson, Samuel W. G.
2021
https://doi.org/10.1111/bjet.13114
1467-8535
en
© 2021 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association
Learning with technology during emergencies: A systematic review of K-12 education