Cost-Effective Technology Approaches to Improve Education Outcomes for Girls: Learning from 41 Girls’ Education Challenge projects - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596887 ZenodoArchiveConcept: 5596886 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0060 2405685:8ZWX2JI5

Designing for Scale: Understanding design principles and learning process for a personalised learning platform in Kenya - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4

EdTech Systems Research - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596889 ZenodoArchiveConcept: 5596888 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0061 2405685:MDEEA895

Pakistan Landscape Analysis Inception Report: UNICEF Inception Report - EdTech Hub Team (EdTech Hub, 2022)
Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan. EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena. This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections. Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5032936 10.5281/zenodo.5142392 10.53832/edtechhub.0094 2405685:G9DHSZ57 2405685:HL6BNMQZ
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 10.5281/zenodo.6504993 10.53832/edtechhub.0055 2405685:HT8ZGKAB 2405685:QAH4K4D6 2405685:SE5JPCX2
Keywords: HLR3; _r:AddedByZotZen

Technology use for teacher professional development in low- and middle-Income countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:GQEBFNI2 2339240:LPFYJHUF 2339240:Q5369EBL 2405685:66IBMGWS 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:P4MI8J9M 2405685:R3SISS58 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4042040:V58GV3BA
Keywords: Disability; ICT; Read; Referenced; Teacher education and training; Teacher professional development; What works evidence; _EdTechHub_Output; _MELA_knowledge_product; _MELA_seen; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology; ⛔ No DOI found

Tanzanian Teachers’ Experiences of Teaching With Technology: Recommendations for policy and practice - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2022)
This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6543151 10.53832/edtechhub.0125 2405685:VNE3Q93U
Keywords: _r:AddedByZotZen

How EdTech Can Be Used to Help Address the Global Learning Crisis: A Challenge to the Sector for an Evidence-Driven Future - Hollow, David; Jefferies, Kate (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0115 2339240:3KZX9ARU 2405685:BBQE9QUM 2405685:UUDK52LQ 2405685:YB52PCMQ
Keywords: ⛔ No INSPIRE recid found

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5721401 10.53832/edtechhub.0070 2339240:CHJR9D5G 2339240:RFJZSHMG 2405685:FE3VBQQW 2405685:NFXKD34I 2405685:PU8D6GXN 2405685:SY9TIAMH
Keywords: _r:AddedByZotZen

Design-Based Implementation Research Baseline Data Collection: Technical report - Koomar, Saalim; Adam, Taskeen; Massam, Winston Edward; Anthony, Gervace; Mrope, Winifrida Jacob; Mtenzi, Fredrick; Mwakabungu, Fika; Komba, Aneth; Hennessy, Sara; Barretto, Johnpaul (EdTech Hub, 2022)
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM
Keywords: _r:AddedByZotZen

Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)
This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
Publisher: Net Journals ERIC Number: EJ1373064 KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.104.22.048 10.5281/zenodo.5863400 10.53832/edtechhub.0097 2339240:6EFQH53V 2339240:7QAZINAG 2405685:49EBMKRI 2405685:GXZHRRYW 2405685:YXFLNITE
Keywords: Access to Computers; Elementary School Teachers; Faculty Development; Foreign Countries; Gender Differences; Learning Processes; Pedagogical Content Knowledge; Poverty; Public School Teachers; Rural Urban Differences; Secondary School Teachers; Social Differences; Teacher Attitudes; Teacher Characteristics; Teacher Qualifications; Teacher Surveys; Teaching Experience; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; _r:AddedByZotZen

Session 4: How can I rapidly upskill my large teacher workforce? - Koomar, Saalim; Proctor, Jamie (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341501 ZenodoArchiveConcept: 7341500 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341501 10.53832/edtechhub.0138 2405685:E7C9MN3V
Keywords: _r:AddedByZotZen

Learning Continuity in Response to Climate Emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Kaye, Tom; Perry, Freya (EdTech Hub, 2022)
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2339240:JZC2BLQQ 2405685:FKCF86HV 2405685:IHTU7JRT 2405685:UXWWBVVX
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

EdTech Horizon Scan: Rapid scan of online safety in education - Mazari, Haani; Kaye, Tom (EdTech Hub, 2022)
This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7336710 ZenodoArchiveConcept: 7336709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7336710 10.53832/edtechhub.0136 2339240:4TCBX2GH 2405685:3QBCENK5 2405685:AWHK2L8L
Keywords: _r:AddedByZotZen

Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? - Mazari, Haani; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7341509 ZenodoArchiveConcept: 7341508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341509 10.53832/edtechhub.0139 2405685:NUTI6KUS 2405685:PPRW2NTQ
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7003826 ZenodoArchiveConcept: 7003825 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7003826 10.53832/edtechhub.0118 2339240:3XB6YUXL 2405685:GXLAGDUM 2405685:RPR47JXT 2405685:ZXBB58KS
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 2: Good practice - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7106003 ZenodoArchiveConcept: 7106002 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7106003 10.53832/edtechhub.0119 2405685:Y3SBIPF9 2405685:ZVX4DTXQ
Keywords: _r:AddedByZotZen

Mapeo y análisis de programas EdTech en América Latina y el Caribe - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE
Keywords: _r:AddedByZotZen

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)
ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7139243 10.53832/edtechhub.0122 2405685:Z8B66R9X
Keywords: _r:AddedByZotZen

Experiment Types for EdTech - Rahman, Asad; Carter, Alice; WambûiKuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7245945 ZenodoArchiveConcept: 7245944 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245945 10.53832/edtechhub.0128 2405685:X8MUXS39
Keywords: _r:AddedByZotZen

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context - Rui, Yang (Tingting); Upadhyay, Arjun (EdTech Hub, 2022)
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6924683 10.53832/edtechhub.0102 2339240:LDWT8LYC 2405685:JPXVGB3A 2405685:MNMTIMGA 2405685:Q9J54HFA
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan - Wilson, Sam; Khalayleh, Abdullah; Baloch, Imdad; Kaye, Tom (EdTech Hub, 2022)
During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU
Keywords: _r:AddedByZotZen

Raising readers: Kenya schools use of technology to improve parent and carers' engagement in literacy learning: Inception Report - Nicolai, Susan; Zubairi, Asma; Bapna, Akanksha; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5784255 2405685:ZT3TGJ26
Keywords: _r:AddedByZotZen

Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices - Rui, Yang (Tingting) (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5778309 2405685:8TZZZUMT
Keywords: F: Helpdesk response; _r:AddedByZotZen

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2339240:GXUF5TA5 2339240:HHY6M835 2339240:SUEMN855 2405685:8S3IIB2B 2405685:EE9QCGHI 2405685:Q7YZW4YW 2405685:RN79UTQY 4656463:GIIQKETU 4656463:Y8LQGZWY
Keywords: _r:AddedByZotZen

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5611467 10.53832/edtechhub.0064 2339240:E542Q29N 2405685:2A5NQEV8 2405685:6JC7RU69 2405685:T3ZQ74QF
Keywords: _r:AddedByZotZen

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S.R.Khan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5602863 10.53832/edtechhub.0063 2339240:I3JETHDB 2405685:5ZF9VGMK 2405685:6P5Q5IRZ 2405685:BIRTYTRC
Keywords: _r:AddedByZotZen

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:AD3D9NRM 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:SNBG3VHT 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM
Keywords: _r:AddedByZotZen

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (EdTech Hub, 2021)
previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP
Keywords: AuthorFirst:Haßler; _yl:q

Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524840 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524840 10.53832/edtechhub.0047 2339240:LSC89UVX 2339240:RIE9TWUK 2339240:SI398B6V 2405685:54BCQ23M 2405685:6NNCFPHE 2405685:77NJVUB6 2405685:HUY7VUM6 2405685:VTQDT65R 2405685:WFDCC7KZ 2534378:BQ8BJBGF
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

test - jac, nyili (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524863 2405685:86XEZU2S
Keywords: _r:AddedByZotZen

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub and Busara Center for Behavioural Economics, 2021)
The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5524805 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524805 10.53832/edtechhub.0048 2339240:5D6SMESW 2339240:7NDUJC6J 2339240:M8IZH5DT 2339240:SIZUDNKL 2339240:XAXIKZJX 2339240:YPDDA6JD 2405685:45G9SKWR 2405685:5ENZ6TFU 2405685:EJ4PXU4S 2405685:JZM7W6QE 2405685:LCHJ5D5W 2405685:RUAJ8C8M
Keywords: _r:AddedByZotZen

EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5512134 2405685:8M6GXINE 2405685:JGTWVQI4
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
2339240:7FA4YDWJ 2339240:YBKKN8XE KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2339240:3H4M8YJ8 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:BCFK4Q23 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7 2405685:ZLATZSGU 4656463:RIFY2UNL
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

EdTech to Reach the Most Marginalised: A Call to Action - Zubairi, Asma; Kreimeia, Adam; Jefferies, Kate; Nicolai, Susan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5495857 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5495857 10.53832/edtechhub.0045 2339240:23D7YNSM 2339240:ESWRJBRS 2339240:PVDW8BXZ 2405685:69W2G8TJ 2405685:6KFAB5ML 2405685:UYDUMKBR 2405685:V9Y8MUDX 2405685:W8DB96IE
Keywords: _DOILIVE; ___working_potential_duplicate; _r:AddedByZotZen; _zenodo:submitted

LGA Implementation Guide for Teacher Continuous Professional Development - Tanzania Institute of Education; Ministry of Education, Science & Technology; President’s Office — Regional and Local Governance (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5202057 2405685:U7NR3KP4
Keywords: _r:AddedByZotZen

Country-Level Research Review: EdTech in Kenya - Myers, Christina; Kaye, Tom; Bapna, Akanksha; Williams, Ayesha; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5256847 2405685:FQP8MJIY 2405685:SNBW6BK6
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ 2405685:2ST897UD
Keywords: _yl:c

EdTech and Equity: Position Paper - Zubairi, Asma; Jefferies, Kate; Kreimeia, Adam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5140323 2405685:9KIUKW7T
Keywords: _r:AddedByZotZen

Hello and Welcome to the Sandbox - Simpson, Lea; Carter, Alice; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123366 2405685:CQQURC65
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom - Kimathi, Deborah; El-Serafy, Yomna; Plaut, Daniel; Kaye, Tom (EdTech Hub, 2021)
Since 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…
KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6
Keywords: _EdTechHub_Output

Embracing EdTech: four critical questions answered through a rapid prototype programme on teachers’ professional development (TPD) - Sabbab, Salman; Shakil, Abdullah All; Alam, Faria (EdTech Hub, 2021)
Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…
KerkoCite.ItemAlsoKnownAs: 2405685:ZWUKU2YL
Keywords: _EdTechHub_Output

Social And Emotional Learning and EdTech: An Evidence Review - Kalifa, , Damani (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5094331 2405685:FNJUHA6J
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Verna Lalbeharie joins EdTech Hub as incoming Executive Director - Hub, EdTech (EdTech Hub, 2021)
We are excited to announce that Verna Lalbeharie is joining EdTech Hub as the incoming Executive Director. A native of South Africa, now living in North Carolina (USA), Lalbeharie brings not only 25 years of EdTech expertise to the role, but also a career-spanning commitment to evidence-building in education technology to create a more equitable future for all students. “When…
KerkoCite.ItemAlsoKnownAs: 2405685:GWTBTPXG
Keywords: _EdTechHub_Output

The Sandbox Handbook v1.0: A guide to growing and testing EdTech ideas - Rahman, Asad; Carter, Alice; Plaut, Daniel; Dixon, , Dixon; Salami, Taiye; Schmitt, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5120788 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5120788 10.5281/zenodo.5142473 2405685:3C8VWLJP 2405685:772S7Z4R 2405685:CW2FHVT8
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodo:submitted

How Bangladesh repurposed pre-existing online platforms to reimagine education during Covid-19 - Bangladesh), Anir Choudhury (a2i (EdTech Hub, 2021)
Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education.
KerkoCite.ItemAlsoKnownAs: 2405685:HVNU4INN 2405685:TA8WC382
Keywords: _EdTechHub_Output

EdTech and Covid-19: the story so far - Gould, Briony (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4899740 2405685:IWGMZ8QI
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Country-Level Research Review: EdTech in Bangladesh - Zubairi, Asma; Kreimeia, Adam; Kaye, Tom; Ashlee, Amy (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651981 previousDOI: 10.5281/zenodo.5109678 previousDOI: 10.5281/zenodo.4943272 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4943272 10.5281/zenodo.5109678 10.5281/zenodo.5651981 2339240:TCHKGQZS 2405685:QUJHNPRD 2405685:XH44AG5R 2405685:YULPZE4D
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen; _zenodo:submitted

The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Njeri, M.E.; Naylor, Ruth; Page, Ella; Riggall, Anna (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651935 previousDOI: 10.5281/zenodo.4923094 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4923094 10.5281/zenodo.5651935 2339240:6ELB8P84 2339240:HZ3EBZ29 2405685:79JJ5T29 2405685:P8IAN448 2405685:RU8ET9S2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech and Emergency Remote Learning: A Systematic Review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Sam; Nicolai, Susan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651932 previousDOI: 10.5281/zenodo.4917221 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4917221 10.5281/zenodo.5651932 2405685:V6UCUGBZ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 - Crompton, Helen; Chigona, Agnes; Jordan, Katy, , Jordan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4917252 10.5281/zenodo.4917252 2339240:G2X4SJI9 2339240:MUSPGK9F 2339240:MVU3QIHM 2339240:NQF22P32 2405685:B2ABXUCR 2405685:D6PWMC4I 2405685:HW7NU96L 2405685:JWIHBL5M 2405685:PXBXCZ29 2405685:YHC5ZPU8
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen

EdTechTools Relaunched with TVET Resources - EdTech Hub; Generation Unlimited (EdTech Hub, 2021)
EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…
KerkoCite.ItemAlsoKnownAs: 2405685:HNAI38V8
Keywords: _EdTechHub_Output

Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman; Waistell, Daniel; Nallo, Michael (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2339240:9A7P2GEI 2339240:PA2CB3JF 2339240:Q3RLYCNW 2339240:TMHE9JIR 2405685:2CEZ2LKN 2405685:9B56X45X 2405685:FAJLNB8S 2405685:KFTXK9K2 2405685:MPRD5RKR 2405685:PGUR927P 2405685:UKHA4WKY 2486141:A5SQMX8T 4656463:XTGYWNYB
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

What we learnt in the Sandbox between onebillion, VSO Malawi and EdTech Hub (Sprint Review Draft) - Dinham, Nat; Plaut, Daniel; Rahman, Asad; Schmit, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959811 2405685:M78SQRBW
Keywords: _EdTechHub_Output; _MELA_seen; _comingsoon; _r:AddedByZotZen

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
previousPreviousDOI: 10.5281/zenodo.4698915 PreviousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E
Keywords: _EdTechHub_Output; _yl:m

The global stakes of digitalization in education - Haßler, Björn (2021)
PreviousDOI: 10.5281/zenodo.4888604 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4888887 2405685:J49DGN5M
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted

WhatsApp-Assisted Learning for Refugees. End of Sandbox Sprint 3 - Boujikian, Michèle; Carter, Alice; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Determining the suitability of Whatsapp for Jusoor Azima Project - Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783101 2405685:MIQMEJK2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work - Hennessy, Sara (EdTech Hub, 2021)
This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. To…
KerkoCite.ItemAlsoKnownAs: 2405685:33PABHJH 2405685:Q8R8G8WG
Keywords: _EdTechHub_Output

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
ZenodoArchiveID: 4746391 previousDOI: 10.5281/zenodo.4746391 previousDOI: 10.5281/zenodo.4664510 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2339240:CJNJNHNU 2405685:RTQ64R3P 2405685:TD3Y79BH
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Covid-19 and EdTech in Africa: A Country-Level Review Based on eLearning Africa Data - Damani, Kalifa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4703718 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4703718 2405685:CDC2W7Q6 2405685:HVQVC8TU
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 10.5281/zenodo.4728174 2405685:552YTW72 2405685:BBWJNPNA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodoETH

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2405685:6QJYLAD7 2405685:BZDFHTPM
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4701259 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4701259 2339240:K42SWARR 2405685:DGECLZII 2405685:J83BVHG6 2405685:UXWEBRCC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Helping improve the Kenya Education Cloud with a SWOT analysis - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world. Governments all over the world responded to Covid-19 school closures by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
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 range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
ZenodoArchiveID: 5652026 Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 10.1111/bjet.13114 10.5281/zenodo.5652026 2339240:258WF4VH 2339240:RAP22KJU 2405685:5UAQ3N5K 2405685:BKMMRYCD 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:CopiedFromEvLib; _yl:a; disasters; emergencies; emergency remote education; pandemic; remote education

Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe - Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu; Mubaira, Simbarashe (EdTech Hub, 2021)
ZenodoArchiveID: 4557015 PrevoousDOI: 10.5281/zenodo.4502122 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4502122 10.5281/zenodo.4557015 2339240:6Z8Q4VYT 2339240:KCTXJNS6 2405685:HZRHPNI5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4966322 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4966322 10.53832/edtechhub.0115 10.53832/edtechhub.0116 2405685:8HKCSIRC
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2405685:KZ6FTNMC
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training - Khalayleh, Abdullah; Baloch, Imdad; Dele-Ajayi, Opeyemi; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:YP4V829F 2405685:ZL7H9N8P
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v3; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2405685:RT5H8XNG
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2405685:7HCBSU4P
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

A Work Plan for Content Creation - Groeneveld, Caspar; Kibga, Elia; Proctor, Jamie; Kaye, Tom (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

A Country-Level Research Review: EdTech in Tanzania - Jordan, Katy; Proctor, Jamie; Koomar, Saalim; Bapna, Akanksha (Zenodo, 2021)
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 Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations - Rahman, Asad; Plaut, Daniel; Salami, Taiye; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4776960 2339240:JASYN9AV 2339240:URJVJP9H 2405685:7QBDH9I4 2405685:MXMPWAA2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Bibliography on teacher distribution and allocation - Haßler, Björn (2021)
ZenodoArchiveID: 4608425 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4608425 2339240:2DAZHLTB 2405685:WX9A6Z7X
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Highlights from EdTech and Covid-19: Lessons learned, future plans - Team, EdTech Hub (EdTech Hub, 2021)
On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future. Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included: Helen Grant MP, UK Prime…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707919 2405685:UKK52XU7
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing: A political economy framework for EdTech evidence uptake - Pellini, Arnaldo; Nicolai, Susan; Kreimeia, Adam; Wilson, Sam (EdTech Hub, 2021)
“Without context, words and actions have no meaning at all” – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707924 2405685:24RG82ZT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4 2405685:FJZKNYJI
Keywords: _yl:b

Using evidence to strengthen tech-supported teacher professional development in Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4585511 10.5281/zenodo.4728170 2405685:G2SH3FP6 2405685:HLMSBECU 2405685:MKH2ZP2T 2405685:TYXJSKEP
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _r:AddedByZotZen; _zenodoETH

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2405685:FB4FWFP9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mango Tree Literacy Labs’ Radio Programme Sandbox - Esbeck, Craig; Oloa, Charles; Brown, Victoria; Plaut, Daniel; Salami, Taiye (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4747475 2405685:RIPJWUDB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 PreviousDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 2129771:HT9D5C8E 2129771:HT9D5C8E 10.5281/zenodo.4557484 10.53832/edtechhub.0001 2129771:HT9D5C8E 2339240:HPLKGS4I 2339240:RQGHJZV7 2339240:S3YSSL2W 2405685:K2FX6IVZ 2405685:T6YJ3L5G 2405685:TD2ASC4G 2405685:ZNQCJ5R7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1 - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
ZenodoArchiveID: 4928926 PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2339240:PXT8SGSZ 2405685:9P9W4I53 2405685:A2D9FVTA 2405685:C2579UKC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted; ⛔ No INSPIRE recid found

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (EdTech Hub, 2021)
ZenodoArchiveID: 4613150 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4613150 2339240:7RV99GRF 2339240:KNG7CIPW 2405685:BHZPG5ZX 2405685:HH8PFJJE 2405685:IG4J94RS 2405685:YMAME8E6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To 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.
ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To 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…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech and Covid-19: lessons from around the world - Pellini, Arnaldo (EdTech Hub, 2021)
Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707940 2339240:PAIL2F6F 2405685:27J8ETI9 2405685:G34FUWKA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A Political Economy Analysis Framework for EdTech Evidence Uptake - Pellini, Arnaldo; Nicolai, Susan; Magee, Arran; Sharp, Sam; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana - Tahi (EdTech Hub, 2021)
ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan African countries to test scalable and effective models of using information and communication technologies…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707948 2405685:P2RAXUE3
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Methodology for literature reviews - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Blower, Thomas; Brugha, Meaghan; Damani, Kalifa; Hennessy, Sara; Martin, Kevin; Megha-Bongnkar, Ghislaine; Murphy, Mary; Walker, Hannah; Walker, Hannah (EdTech Hub, 2021)
An output of the EdTEch Hub
previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5654887 10.53832/edtechhub.0067 2339240:VNTPMCJQ 2339240:XLHSGBDA 2405685:FSVST5BF 2405685:HVDCZZVG 2405685:L5WPA5SN 2405685:YWENAQDF
Keywords: _r:AddedByZotZen

Using innovative methods to train teachers of blind children: what we learned - Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707952 2339240:Y7EARNQ6 2405685:HKG7DF93 2405685:WD8FQQ9D
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _cover:v3; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
ZenodoArchiveID: 4460344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:DDU3QPXM 2339240:5XNMEGSN 2339240:XIRCF4HG 2339240:XXL72KUQ 2405685:2QM825CH 2405685:5RMUBA3Q 2405685:GBS5KW7S
Keywords: _EdTechHub_Output; _MELA_seen; _coming soon; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
We 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).
10.5281/zenodo.4913283 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0048 10.53832/edtechhub.0049 2339240:487NSL2N 2339240:96WXZFG3 2339240:BXUFCQ98 2339240:QUJFSUDE 2405685:4NFT3P7H 2405685:MZSKKWUZ 2405685:NVIUXYC6 2405685:PIXT9J66 2405685:RL5CTZU3 2405685:U8GMZZ48 2486141:7MQA6V3G 4656463:6378IJC5 4656463:TD3MYCHJ
Keywords: _EdTechHub_Output; _MELA_seen

T-TEL Covid-19 Impact Assessment Study - Ananga, Eric; Kadiri, Abdul-Karim; Kporwodu, Marie; Nkrumah, Yahya; Whajah, Francis; Tackie, Majorie (2021)
ZenodoArchiveID: 4895400 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4895400 2339240:F8IYBAPY 2405685:57DYPNLR 2405685:DR6BDMJS 2405685:PTC9PGZW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
The answer to the question ‘What is cost-effective EdTech?’ is highly nuanced, as it depends on the choice of the initiative, its design, implementation, intended audience, and how the local context is addressed. We compiled select case studies that examine how EdTech was used in cost-effective and less cost-effective ways. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651978 previousDOI: 10.5281/zenodo.5213890 previousPreviousDOI: 10.5281/zenodo.4897985 previousPreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5213890 10.5281/zenodo.4897985 10.5281/zenodo.5213890 10.5281/zenodo.5651978 2339240:C93CUDGR 2339240:XJDIEYV8 2405685:DQX9SUB6 2405685:FZ937TYM 2405685:WEFTUGTJ 2405685:YU9RLZ98
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
ZenodoArchiveID: 4140412 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2339240:9PYYNK6J 2405685:ISTFVCA7 2405685:NS927T5K
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

A Theory of Change for a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Bashir, Amreen; Kaye, Tom (EdTech Hub, 2021)
The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5652015 KerkoCite.ItemAlsoKnownAs: 10.5281/edtechhub.0044 10.5281/zenodo.4610089 10.53832/edtechhub.0044 2339240:D4Q4RX94 2339240:YKVDDCEI 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:E4I95IWF 2405685:NP95DHA2 2405685:Q2MS5ZSE 2405685:ZSEHKGUN
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Learning with technology during emergencies: A systematic review of K-12 education - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
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.
ZenodoArchiveID: 5652042 _eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13114 10.5281/zenodo.5652042 2339240:ELI3E5RF 2339240:TJNJX997 2405685:3KJJW6XZ 2405685:9V69ZAFP 2405685:BDG6N6PJ 2405685:JE8I8566 2405685:YY7LXWQB
Keywords: COVID-19; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _yl:b; _zenodo:submitted; disasters; emergencies; emergency remote education; pandemic

Digital Personalised Learning to Improve Numeracy Outcomes in Kenyan Primary School Classrooms - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG

Low-Tech Personalised Learning to Improve Girls' Education in Kenya - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596885 ZenodoArchiveConcept: 5596884 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0059 2405685:7TUWEUKZ

Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learners - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ

The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596877 ZenodoArchiveConcept: 5596876 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0056 2405685:PFMSZZ8N

Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir - EdTech Hub Team (2021)
ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Summary Brief: Problem Analysis and Focus of EdTech Hub’s Work - EdTech Hub Team (EdTech Hub, 2021)
ZenodoArchiveID: 4612141 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4612141 2339240:M4WB4UIZ 2405685:GNY5ZSWM
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7
Keywords: _EdTechHub_Output

Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries - Hennessy, Sara; Jordan, Katy; Wagner, Daniel A.; EdTech Hub Team (EdTech Hub, 2021)
ZenodoArchiveID: 4332693 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4332693 2339240:2FHWWFA3 2339240:322MPSF7 2339240:8BXMXD7P 2339240:BTJ8QHAD 2339240:BTPX7CIX 2339240:DZSHD5WZ 2339240:EEUENHU3 2339240:HSFA8Z7Q 2339240:M3YUXFYS 2339240:Q2I8K6L8 2339240:SILWX2ZS 2339240:WEEFFITS 2339240:XHVAUXYZ 2405685:347U73VH 2405685:4LA8N3BT 2405685:8F46F44X 2405685:94F2MYRK 2405685:BHLDEAHG 2405685:CQXKYRLY 2405685:CSJHU24F 2405685:DYB6V7DK 2405685:EIQD4I2E 2405685:GUHMK274 2405685:HXF4GM6M 2405685:PBXBB7LF 2405685:QVG25MBV 2405685:R2YGTN82 2405685:R7Q7CT4P 2405685:SNZ55MKE 2534378:42JICVEU
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Congo; Democratic Republic COD; _C:El Salvador SLV; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:eSwatini SWZ; _DOILIVE; _EdTechHub_Output; _MELA_seen; __C:scheme:1; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
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 this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis.
ZenodoArchiveID: 5652036 Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652036 10.6018/red.453621 2405685:2BIQKP9C 2405685:IVHRNTQ7 2405685:L7Y5JD68 2405685:ZXQZ3FVV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; países de bajos ingresos

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:RHJJP4E2 2339240:TWQV2AGE 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:88MZ92YX 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KKZ3ET5W 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis - Major, Louis; Francis, Gill A.; Tsapali, Maria (British Journal of Educational Technology, 2021)
Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.
Archive: https://zenodo.org/record/4817787 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13116 10/gj6k5n 2339240:382K6GCA 2339240:53R3ZYT5 2339240:CYQPAERV 2339240:EXFAZMDQ 2339240:P2I2EU98 2339240:RM59PWFE 2405685:5U948655 2405685:FIXCCB5I 2405685:HBGSTQ7X 2405685:QFTDGH3C 2405685:RZNJVMWH 2405685:V8UFGT52 2405685:WTT4UQ43 2405685:ZD4YGMMJ 4042040:G8KVDVSC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted; computer-assisted learning; learning outcomes; low- and middle-income; meta-analysis; personalisation; personalised adaptive learning; ⛔ No DOI found

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (EdTech Hub, 2021)
ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:DTA9GETP 2339240:V8PHTCMI 2405685:5TQ3YM2R 2405685:AI9EYM2F 2405685:E5W5QCIE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

EdTech and Covid-19: 10 Things to Know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2021)
EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…
ZenodoArchiveID: 5651983 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5651983 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2405685:26VNTFQU 2405685:94AITL9D 2405685:DQ5URLSY 2405685:GT33JADA 2405685:VJ488Z7L zotzenLib.CopiedFrom: 2339240:C67KNIJR
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Lessons learnt from education data mapping in Africa: Workshop summary and synthesis - Pambe, Rigobert; Kadzamira, Esme; Mjomba, Renaldah; Lawson, Laté; Onsomu, Eldah; Adam, Taskeen; Heady, Lucy; Mugo, John; Tinto, Teg-WendeIdriss (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
10.5281/zenodo.5576416 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5576416 10.53832/edtechhub.0052 2339240:282R466B 2339240:EQWZQPHA 2405685:2B2RMIDY 2405685:AEQDZV3T 2405685:DX6WMTLN 2405685:NNN9EZ7J
Keywords: _r:AddedByZotZen

EdTech Interventions for Deaf Learners: Sprint 2 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4924787 10.53832/edtechhub.0131 2405685:D7JX8S7S
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H
Keywords: _yl:a

Country-Level Research Review: EdTech in Pakistan - Zubairi, Asma; Halim, Waqas; Kaye, Tom; Wilson, Sam (EdTech Hub, 2021)
ZenodoArchiveID: 4596486 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2339240:NHJQTPKC 2339240:R2MHQ7R6 2405685:BTQ4CU7R 2405685:NZUHTJBG 2405685:R4LUIDP5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

A proposal for open educational resource adoption through a curriculum alignment hub - Chandra, Shivi (EdTech Hub, 2020)
In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707958 2339240:ZHJUIFM5 2405685:9QCBITED 2405685:UE5ASMRI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Implementing a virtual learning environment in a resource-constrained setting: five key reflections - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…
PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandbox Meet-up Planning Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ
Keywords: _r:AddedByZotZen

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (EdTech Hub, 2020)
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.
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No INSPIRE recid found

Engaging with equity: insights from our first sandbox meetup - Rahman, Asad (EdTech Hub, 2020)
Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19. At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707465 2339240:Z6JFQX9W 2405685:JHAMLTST 2405685:QUU7IUSY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

À propos de notre recherche de ressources pédagogiques numériques en français - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708244 2405685:FQPNCKCL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Reflections on finding French digital education resources - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708246 2405685:ZEC7MLXB
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 - Kreimeia, Adam (EdTech Hub, 2020)
We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020. As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708240 2405685:U3A62288
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
ZenodoArchiveID: 5534235 previousDOI: 10.5281/zenodo.4314923 previousDOI: 10.5281/zenodo.4768580 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314923 10.5281/zenodo.4768580 10.53832/edtechhub.0046 2339240:XFMP94YR 2405685:2RMKAHXF 2405685:TLNPJ4IA 2405685:ZNQYTUVV
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Covid-19, EdTech, and Survey Alignment in Education - Fitzpatrick, Rachael; McIntyre, Nora; Wilson, Samuel; Rose, Pauline (EdTech Hub, 2020)
ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Lessons for effective CPD - Synthesis of a Sandbox Learning Session - Plaut, Daniel (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Sandbox Lean Cost Model - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK
Keywords: _r:AddedByZotZen

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
ZenodoArchiveID: 4706036 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706036 2339240:CB8D4LUQ 2339240:METE88UD 2339240:MK55NVDC 2339240:Z3EF9Q75 2405685:3XIBJD8G 2405685:3Y33YNL3 2405685:8JZVGC6W 2405685:HBXKVKMA 2405685:QJ783WH5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Save our future - Haßler, Björn; Sagun, Rose (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodoODE

Education technology in the COVID-19 response in Nigeria - Isisi, Akogun; Olojede, Omolola; Adedoyin, Adesina; Akogun, Oladele (EdTech Hub, 2020)
ZenodoArchiveID: 4706031 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706031 2339240:LNRXZMBD 2405685:RG93WYZD
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

China: testing a decade of online education preparation - Liangdi, Xu; Groenewegen-Lau, Jeroen (EdTech Hub, 2020)
ZenodoArchiveID: 4705990 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705990 2339240:S2B995E4 2405685:P5B4YWID
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
ZenodoArchiveID: 4706016 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706016 2339240:F62THLX3 2339240:V5PQVKX2 2405685:ADNJFTFA 2405685:CMDUS73G 2405685:T2JBHFBC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

EdTech and the COVID-19 response: A case study of Kenya - Ngware, Moses; Ochieng, Vollan (EdTech Hub, 2020)
ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X
Keywords: Kenya; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

COVID-19 and the education response in Indonesia: exploring the learning crisis - Suriastini, Wayan; Setyo, Pujiastuti; Herawati, Fita; Naryanta; Moddilani, Ganiko; Pellini, Arnaldo (EdTech Hub, 2020)
ZenodoArchiveID: 4705994 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705994 2339240:FMIXJN4W 2405685:VZ3IMPYX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
ZenodoArchiveID: 4705912 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705912 2339240:26FUGGA3 2339240:X339ME8R 2405685:EHKCNED4 2405685:NIVS5RZF 2405685:TWMVIX77
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684287 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684287 2339240:EXUHD2R4 2405685:VFERK5JK
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
ZenodoArchiveID: 4684361 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684361 2339240:SL23268I 2339240:VTWI3GZJ 2405685:UF3XJXGS 2405685:UXHEIEWM 2405685:ZA9RWW28
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
ZenodoArchiveID: 4684355 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684355 2339240:29LWMJ9W 2339240:FE9TLJQM 2405685:AX8D5YK2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:EGYJSMZC 2405685:UW2H22R7
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Call for Research Proposals: EdTech responses to Covid-19 (EdTech Hub, 2020)
EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707486 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
shortDOI: 10/ghgk63 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118177 10/ghgk63 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:FTULJL3H 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:2G7TFTEB 2405685:F2B8T3ZP 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (Education Commission, 2020)
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
shortDOI: 10/ghgk64 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3983877 10/ghgk64 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:7SUZMICK 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:88MADQ2R 2405685:FPPVW2ZG 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6 2405685:WVC3S4C8
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _cover:v2; _r:CopiedFromEvLib; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

#FindFrench: a collaborative search for educational resources in French (EdTech Hub, 2020)
And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707893 2405685:YMNW6GG3 2405685:YWNXT2VZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Research on the response to COVID19 - Haßler, Björn; Fitzpatrick, Rachael (2020)
Presentation given at BE2, 2020-10-06.
shortDOI: 10/ghgnf4 KerkoCite.ItemAlsoKnownAs: 10/ghgnf4 2129771:WPJL8SN3 2339240:7TXCEBE6 2405685:5VQMVDB9
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _yl:u; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
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 such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.
ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ
Keywords: Covid-19; LMICs; SMS; Social media; TPD; WhatsApp; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; educational technology; mobile learning; refugee education; teacher professional development; text message; ⛔ No DOI found

Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education. That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How the Government of Sierra Leone is improving its Education Data Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:Y22H6PQD
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus. The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Curriculum Reform & Building Back Better. - Chuang, Rachel; Mullan, Joel (2020)
This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

India’s distance learning response to the COVID-19 crisis - Doraiswamy, Harish; Gupta, Gouri; Kamath, Dhruv; Sharma, Sudhanshu (Central Square Foundation, EdTech Hub, 2020)
ZenodoArchiveID: 4705451 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705451 2339240:CMSHWXFV 2339240:QDQHFQXB 2405685:2HFSJ78U 2405685:YEQSJBYT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Impact de la pandémie de COVID-19 sur l’éducation en Afrique et incidence sur le recours aux technologies: Sondage sur l’expérience et les opinions des éducateurs et spécialistes de technologies - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749654 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749654 2405685:39XPD5EM 2405685:QZ2FJC4E
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

O Efeito da COVID-19 na Educação em África e Suas Implicações para a Utilização da Tecnologia Um Inquérito sobre a Experiência e as Opiniões de Educadores e Especialistas em Tecnologia - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The potential of using technology to support personalised learning in low- and middle-income countries - Major, Louis; Francis, Gill (EdTech Hub, 2020)
With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707874 2405685:DNNA97P4
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A rapid scan of the EdTech landscape in 11 countries - Taddese, Abeba (EdTech Hub, 2020)
By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707872 2405685:9EPB5ZXS
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Helpdesk Response; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; dode_eth-src-eth; dode_eth-trf2-dode

What we have learnt from designing and implementing tablet-based learning across the world (EdTech Hub, 2020)
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Keywords: C:Tanzania; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
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Keywords: F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode