@misc{major_potential_2020, title = {The potential of using technology to support personalised learning in low- and middle-income countries}, url = {https://edtechhub.org/2020/08/18/the-potential-of-using-technology-to-support-personalised-learning-in-low-and-middle-income-countries/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Major, Louis and Francis, Gill}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707874}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707874 2405685:DNNA97P4}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{major_technology-supported_2020, type = {Rapid {Evidence} {Review}}, title = {Technology-{Supported} {Personalised} {Learning}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Technology-supported personalised learning}, url = {https://docs.edtechhub.org/lib/A2II5ZV7}, abstract = {This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.}, language = {en}, number = {1}, urldate = {2020-07-25}, institution = {EdTech Hub}, author = {Major, Louis and Francis, Gill A.}, month = jul, year = {2020}, doi = {10.5281/zenodo.4556925}, note = {ZenodoArchiveID: 4556925 PreviousDOI: 10.5281/zenodo.3948175 PreviousDOI: 10.5281/zenodo.4477170 PreviousShortDOI: 10/gg7sp2 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948175 10.5281/zenodo.3948174 10.5281/zenodo.3948175 10.5281/zenodo.4477170 10.5281/zenodo.4556925 2339240:6NYL4Q6K 2339240:782897NS 2339240:CQIWZXYK 2339240:FFVXKB6Y 2339240:FH2WAXTQ 2339240:KAWEDEAZ 2339240:L9THHN3N 2339240:P8B4HPZC 2339240:QLA593HB 2339240:T58E6LDA 2339240:T8L6PTRX 2339240:VZBB4HAF 2405685:839AFBBS 2405685:89H7NAA7 2405685:A2II5ZV7 2405685:A49KTEL6 2405685:AT6JS3QN 2405685:CJR7PMKJ 2405685:DEXS2WA8 2405685:FFSBB3JJ 2405685:NQSPAG3I 2405685:RVZFVD7G 2405685:U95XV67E 2405685:WJRBJQBN 2534378:8FA5G2KF}, keywords = {F: Evidence review, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{lynch_edtech_2021, type = {Working {Paper}}, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICS}: {A} {Systematic} {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}}, url = {https://docs.edtechhub.org/lib/XJ42VUQG}, abstract = {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.}, language = {en}, urldate = {2021-04-30}, institution = {EdTech Hub}, author = {Lynch, Paul and Singhal, Nidhi and Francis, Gill A.}, year = {2021}, doi = {10.5281/zenodo.4348995}, note = {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}, } @article{major_effectiveness_2021, title = {The effectiveness of technology-supported personalised learning in low- and middle-income countries: {A} meta-analysis}, volume = {52}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association. Licence: http://creativecommons.org/licenses/by-nc-nd/4.0/}, issn = {1467-8535}, shorttitle = {The effectiveness of technology-supported personalised learning in low- and middle-income countries}, url = {https://onlinelibrary.wiley.com/doi/10.1111/bjet.13116}, doi = {10.1111/bjet.13116}, abstract = {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.}, language = {en}, number = {5}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Major, Louis and Francis, Gill A. and Tsapali, Maria}, year = {2021}, note = {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}, pages = {1935--1964}, } @techreport{lynch_how_2021, type = {Policy {Brief}}, title = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}? {Recommendations} for {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UXWEBRCC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, month = apr, year = {2021}, doi = {10.5281/zenodo.4701259}, note = {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}, } @misc{singal_edtech_2021, title = {{EdTech} for learners with disabilities: urgent need to focus on access, engagement and learning outcomes}, shorttitle = {{EdTech} for learners with disabilities}, url = {https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/}, abstract = {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…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Singal, Nidhi and Lynch, Paul and Kaye, Tom and Francis, Gill}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728168}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2405685:6QJYLAD7 2405685:BZDFHTPM}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{damani_position_2020, title = {Position paper: {EdTech} for learners (internal working paper).}, institution = {EdTech Hub}, author = {Damani, Kalifa and Francis, Gill and McIntyre, Nora and Major, Louis and Hollow, David}, year = {2020}, doi = {10.5281/zenodo.5652078}, note = {ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @techreport{hasler_systemic_2019, type = {Working {Paper}}, title = {Systemic {Mixed}-{Methods} {Research} — {A} conceptual framework for {EdTech} research along the {IDIA} scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RUSE8WYV}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Hennessy, Sara and Hollow, David and Simpson, Lea and Carter, Alice and Damani, Kalifa and Francis, Gill and Jordan, Katy and McIntyre, Nora and Mitchell, Joel}, month = jan, year = {2019}, doi = {10.5281/zenodo.3595482}, note = {EdTechHub.Copy: 2129771:SLHSYDRF PreviousDOI: 10.5281/zenodo.3377829 PreviousShortDOI: 10/ghgngc KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 10.5281/zenodo.3595482 10/ghgngc 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:2DHE9CQC 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:7S8Z2IUF 2405685:RUSE8WYV}, keywords = {LP: English, R:Mixed methods, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF, \_yl:f, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, url = {https://doi.org/10.1080/00131911.2022.2035685}, doi = {10.1080/00131911.2022.2035685}, abstract = {Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.}, number = {0}, urldate = {2022-05-30}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2405685:CB7LMISX 2405685:EM4VG98Q}, keywords = {Educational technology, assistive technology, disability, inclusive education, low- and middle-income countries, primary education}, pages = {1--27}, }