@misc{jordan_reviewing_2019, title = {Reviewing the research literature in educational technology for development: {Balancing} rigour and inclusivity}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Reviewing the research literature in educational technology for development}, url = {https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub}, author = {Jordan, Katy}, month = dec, year = {2019}, doi = {10.5281/zenodo.3581041}, note = {shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2405685:YXIGT4W9}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{jordan_messaging_2020, type = {Rapid {Evidence} {Review}}, title = {Messaging {Apps}, {SMS}, and {Social} {Media}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/XHBPFYVC}, abstract = {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.}, language = {en}, number = {8}, urldate = {2020-12-02}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.4556938}, note = {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}, } @techreport{jordan_edtech_2021, type = {{FP}-{ETH} {Rapid} evidence review (was: {Rapid} {Evidence} {Review})}, title = {{EdTech} evidence for {Covid}-19 response: {Rapid} evidence reviews of {EdTech} use in low-income and crisis contexts}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JGTWVQI4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2021}, doi = {10.5281/zenodo.5512134}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5512134 2405685:8M6GXINE 2405685:JGTWVQI4}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{jordan_edtech_2022, type = {Working {Paper}}, title = {{EdTech} and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9RGDIIHD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Myers, Christina}, month = mar, year = {2022}, doi = {10.5281/zenodo.5874080}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874080 2405685:9RGDIIHD}, keywords = {\_r:AddedByZotZen}, } @techreport{tailor_exploring_2023, type = {Working {Paper}}, title = {Exploring the {Relationship} {Between} {Teachers}’ {Use} of {Technology} {During} the {Covid}-19 {Pandemic} in {India} and {Their} {Perspectives} on {Students}’ {Motivation} to {Learn}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D7VXZW6I}, abstract = {During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {53}, institution = {EdTech Hub}, author = {Tailor, Kavita and Hennessy, Sara and Jordan, Katy}, year = {2023}, doi = {10.53832/edtechhub.0144}, note = {ZenodoArchiveID: 7373033 ZenodoArchiveConcept: 7373032 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7373033 10.53832/edtechhub.0144 2405685:499UU2BN 2405685:D7VXZW6I}, keywords = {\_r:AddedByZotZen}, } @techreport{crompton_inequalities_2021, type = {Working paper}, title = {Inequalities in {Girls}’ {Learning} {Opportunities} via {EdTech}: {Addressing} the {Challenge} of {Covid}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D6PWMC4I}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Crompton, Helen and Chigona, Agnes and Jordan, Katy, , Jordan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.4917252}, note = {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}, } @article{jordan_education_2021, title = {Education during the {COVID}-19: crisis {Opportunities} and constraints of using {EdTech} in low-income countries}, volume = {21}, copyright = {https://creativecommons.org/licenses/by-nc/4.0/}, issn = {1578-7680}, url = {https://revistas.um.es/red/article/view/453621}, doi = {10.6018/red.453621}, abstract = {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.}, language = {en}, number = {65}, journal = {Revista de Educación a Distancia (RED)}, author = {Jordan, Katy and David, Raluca and Phillips, Toby and Pellini, Arnaldo}, year = {2021}, doi = {10.5281/zenodo.5652036}, note = {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}, } @inproceedings{jordan_use_2023, address = {Copenhagen Denmark}, title = {The {Use} of {SMS} and {Other} {Mobile} {Phone}-based {Messaging} to {Support} {Education} at {Scale}: {A} {Synthesis} of {Recent} {Evidence}}, isbn = {9798400700255}, shorttitle = {The {Use} of {SMS} and {Other} {Mobile} {Phone}-based {Messaging} to {Support} {Education} at {Scale}}, url = {https://dl.acm.org/doi/10.1145/3573051.3596172}, doi = {10.1145/3573051.3596172}, language = {en}, urldate = {2023-09-24}, booktitle = {Proceedings of the {Tenth} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {ACM}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Zhao, Annette}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3573051.3596172 2339240:YW4HVVTD 2405685:82DMJDK6 2405685:ZBTT8ST5}, pages = {282--286}, } @techreport{david_education_2020, title = {Education during the {COVID}-19 crisis: opportunities and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-04/Education-during-covid-19-crisis.pdf}, abstract = {Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis.}, language = {eng}, urldate = {2020-04-17}, institution = {Zenodo}, author = {David, Raluca and Pellini, Arnaldo and Jordan, Katy and Philips, Toby}, month = apr, year = {2020}, doi = {10.5281/zenodo.3750976}, note = {shortDOI: 10/ghgnd7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3750976 10/ghgnd7 2339240:3CKN9C4K 2339240:5AHKKQF6 2405685:92ZVGWNU 2405685:CT8JMZEU}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodoETH, covid-19, crisis education, distance education, education, education policy, educational technology, emergency education, pandemic education, school closures, schools}, } @techreport{hennessy_problem_2021, type = {Working {Paper}}, title = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}: {Technology} in {Education} in {Low}- and {Middle}-{Income} {Countries}}, shorttitle = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/PBXBB7LF}, number = {7}, institution = {The EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Wagner, Daniel A. and {EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4332693}, note = {ZenodoArchiveID: 4332693 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4332693 2339240:322MPSF7 2339240:BTJ8QHAD 2339240:BTPX7CIX 2339240:DZSHD5WZ 2339240:EEUENHU3 2339240:HSFA8Z7Q 2339240:M3YUXFYS 2339240:Q2I8K6L8 2339240:WEEFFITS 2405685:347U73VH 2405685:8F46F44X 2405685:94F2MYRK 2405685:CSJHU24F 2405685:DYB6V7DK 2405685:EIQD4I2E 2405685:GUHMK274 2405685:HXF4GM6M 2405685:PBXBB7LF 2405685:QVG25MBV 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}, } @techreport{jordan_country-level_2021, title = {A {Country}-{Level} {Research} {Review}: {EdTech} in {Tanzania}}, shorttitle = {A {Country}-{Level} {Research} {Review}}, url = {https://zenodo.org/record/4618376}, abstract = {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.}, urldate = {2021-09-30}, institution = {Zenodo}, author = {Jordan, Katy and Proctor, Jamie and Koomar, Saalim and Bapna, Akanksha}, month = mar, year = {2021}, doi = {10.5281/zenodo.4618376}, note = {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}, } @article{crompton_support_2021, title = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies: {A} systematic review}, volume = {0}, issn = {1539-1523}, shorttitle = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies}, url = {https://doi.org/10.1080/15391523.2021.1899877}, doi = {10.1080/15391523.2021.1899877}, abstract = {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.}, number = {0}, urldate = {2021-04-08}, journal = {Journal of Research on Technology in Education}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652026}, note = {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}, pages = {1--16}, } @techreport{hennessy_problem_2021, type = {Working {Paper}}, title = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}: {Technology} in {Education} in {Low}- and {Middle}-{Income} {Countries}}, shorttitle = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/PBXBB7LF}, number = {7}, institution = {The EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Wagner, Daniel A. and {EdTech Hub Team}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHVAUXYZ 2405685:R2YGTN82}, 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}, } @article{crompton_learning_2021, title = {Learning with technology during emergencies: {A} systematic review of {K}-12 education}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning with technology during emergencies}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114}, doi = {10.1111/bjet.13114}, abstract = {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.}, language = {en}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel W. G.}, year = {2021}, doi = {10.5281/zenodo.5652042}, note = {ZenodoArchiveID: 5652042 \_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652042 2339240:TJNJX997 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}, } @techreport{jordan_learners_2023, type = {Working paper}, title = {Learners and {Caregivers}' {Barriers} and {Attitudes} to {SMS}-based {Mobile} {Learning} in {Kenya}: {Key} findings from a telephone survey}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FQV2DUEH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Khagame, Phoebe and Mumbi, Albina and Njuguna, Lydia}, year = {2023}, doi = {10.53832/edtechhub.0162}, note = {ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX}, keywords = {\_r:AddedByZotZen}, } @article{daltry_integrating_nodate, title = {Integrating digital personalised learning into pre-primary classroom practice: a teacher-researcher multiple-case study partnership in {Kenya}}, author = {Daltry, Rebecca and Major, Louis and Otieno, Mary and Otieno, Kevin and Jordan, Katy and Moustafa, Nariman}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SSMTZDU2 2405685:R9QWX9VA}, keywords = {⛔ No DOI found}, } @techreport{hasler_edtech_2020, type = {Background paper}, title = {{EdTech} and {COVID}-19 response [{Save} {Our} {Future}]}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf}, abstract = {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}, number = {3}, institution = {Education Commission}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.3983877}, note = {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}, } @techreport{hasler_edtech_2020, title = {{EdTech} and {COVID}-19 response}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {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.}, language = {en}, urldate = {2020-12-02}, institution = {The EdTech Hub}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652040}, note = {ZenodoArchiveID: 5652040 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652040 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:QWFICPBX 2405685:SXDQAPB6 2405685:TSDUZKH9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, ⛔ No DOI found}, } @techreport{crompton_edtech_2021, type = {Systematic review}, title = {{EdTech} and {Emergency} {Remote} {Learning}: {A} {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Sam and Nicolai, Susan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651932}, note = {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}, } @techreport{myers_telephone_2022, type = {Technical {Report}}, title = {Telephone {Survey}: {Caregivers}' and {Learners}' {Perspectives} on {SMS} for {Education} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NP52QFM8}, abstract = {This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Jordan, Katy and Khagame, Phoebe and Mumbi, Albina and Njuguna, Lydia and Zhao, Annette}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0133}, note = {ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8}, keywords = {\_r:AddedByZotZen}, } @article{jordan_covid-19_2020, title = {Covid-19 school closures in low- and middle-income countries: {Emergent} perspectives on the role of educational technology}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/433}, number = {3}, journal = {Journal of Learning for Development}, author = {Jordan, Katy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BDLYTUP 2339240:DFHS5PI3 2339240:JTUAX3R7 2339240:V7VSHKVT 2405685:AVYK5T2I 2405685:BVFLF8QP 2405685:J7AK3RMI 2405685:JV429XI7}, keywords = {COVID-19, \_\_\_working\_potential\_duplicate, digital divide, education in emergencies. education systems, educational technology, ⛔ No DOI found}, pages = {399--415}, } @article{jordan_how_2023, title = {How can messaging apps, {WhatsApp} and {SMS} be used to support learning? {A} scoping review}, copyright = {Attribution-NonCommercial 4.0 International}, shorttitle = {How can messaging apps, {WhatsApp} and {SMS} be used to support learning?}, url = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2023.2201590}, abstract = {In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.}, language = {en}, urldate = {2023-01-09}, journal = {Technology, Pedagogy and Education}, author = {Jordan, Katy}, year = {2023}, note = {Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H}, } @techreport{hasler_research_2019, type = {Working {Paper}}, title = {Research publication strategy and proposed publications}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {4}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Hollow, David and Jordan, Katy and Hennessy, Sara and Brugha, Meaghan and Mitchell, Joel}, month = dec, year = {2019}, doi = {10.5281/zenodo.3624978}, note = {EdTechHub.Copy: 2129771:SNH4JG9L EdTechHub.Source: 2339240:94ZP3EK4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3624978 2129771:SNH4JG9L 2339240:94ZP3EK4 2339240:VMNDUZSF 2405685:2GLWRD86}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hennessy_problem_2020, type = {Working {Paper}}, title = {Problem {Analysis}. {A} {Global} {Public} {Good} produced by the {EdTech} {Hub} (https://{EdTechhub}.org, \#{EdTechHub}).}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Technology in education in low-income countries}, url = {https://doi.org/10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, doi = {10.5281/zenodo.3352007}, note = {EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @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}, } @techreport{hasler_literature_2019, type = {Working {Paper}}, title = {Literature {Reviews} of {Educational} {Technology} {Research} in {Low}- and {Middle}-{Income} {Countries}: {An} audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.53832/edtechhub.0015}, note = {previousShortDOI: 10/ghgnfn previousShortDOI: 10/ghgnfn previousDOI: 10.5281/zenodo.4779020 previousDOI: 10.5281/zenodo.4768577 previousDOI: 10.5281/zenodo.3594489 previousShortDOI: 10/ghgnfn EdTechHub.Copy: 2129771:USWMWK73 previousShortDOI: 10/ghgnfn KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523943 10.5281/zenodo.3594489 10.5281/zenodo.4768577 10.5281/zenodo.4779020 10.53832/edtechhub.0015 10/ghgnfn 2129771:K852X3EV 2129771:T7BUZI5N 2129771:USWMWK73 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV 2405685:TDVP3W34}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review}, } @techreport{hasler_keyword_2019, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K}, abstract = {The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.}, number = {08-1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = oct, year = {2019}, doi = {10.53832/edtechhub.0016}, note = {previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:p, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_country_2019, type = {Research instrument}, title = {Country list with {HDI}, {iHDI}, {MPI} and {Gini} (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3BG5X7VG}, abstract = {This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).}, number = {08-2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.53832/edtechhub.0017}, note = {previousshortDOI: 10/ghgk6v previousDOI: 10.5281/zenodo.3346903 EdTechHub.Source: 2405685:3BG5X7VG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6v KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 10.53832/edtechhub.0017 10/ghgk6v 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:q, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @inproceedings{jordan_edtech_2022, address = {New York, NY, USA}, series = {L@{S} '22}, title = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}: {Which} {Intervention} {Types} {Have} the {Greatest} {Impact} on {Learning} {Outcomes} for {Girls}?}, isbn = {978-1-4503-9158-0}, shorttitle = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://doi.org/10.1145/3491140.3528305}, doi = {10.1145/3491140.3528305}, abstract = {Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.}, urldate = {2022-08-02}, booktitle = {Proceedings of the {Ninth} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {Association for Computing Machinery}, author = {Jordan, Katy and Myers, Christina}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3491140.3528305 2405685:M9L6E934}, keywords = {educational technology, equity, gender, girls education, international development, low- and middle-income countries}, pages = {330--334}, } @article{jordan_edtech_2022, title = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}: {Which} {Intervention} {Types} {Have} the {Greatest} {Impact} on {Learning} {Outcomes} for {Girls}?}, copyright = {Attribution-NonCommercial-NoDerivatives 4.0 International}, shorttitle = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://www.repository.cam.ac.uk/handle/1810/336417}, doi = {10.17863/CAM.83829}, abstract = {Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.}, language = {en}, urldate = {2022-05-30}, author = {Jordan, Katy and Myers, Christina}, month = jun, year = {2022}, note = {Accepted: 2022-04-25T08:00:57Z Publisher: Faculty of Education KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.83829 2405685:7AGRDYVW 4042040:KV9QJ46Q}, } @article{boujikian_sandbox_2022, title = {The {Sandbox} {Model}: {A} {Novel} {Approach} to {Iterating} while {Implementing} an {Emergency} {Education} {Program} in {Lebanon} during the {COVID}-19 {Pandemic}}, copyright = {The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.}, issn = {2518-6833}, shorttitle = {The {Sandbox} {Model}}, url = {http://archive.nyu.edu/handle/2451/63993}, doi = {10.33682/rj45-k7z7}, abstract = {Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.}, language = {en\_US}, urldate = {2023-01-09}, author = {Boujikian, Michèle and Carter, Alice and Jordan, Katy}, month = dec, year = {2022}, note = {Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF}, } @techreport{hasler_methodology_2019, type = {Working {Paper}}, title = {Methodology for literature reviews undertaken by the {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BMM3Z3CM}, abstract = {An output of the EdTEch Hub}, language = {eng}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and {Sara Hennessy} and {David Hollow} and {Katy Jordan} and {Kevin Martin} and {Mary Murphy} and {Hannah Walker}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3352101}, note = {EdTechHub.Copy: 2129771:3GKL5PCI EdTechHub.Copy: 2129771:L2EAYWTN shortDOI: 10/ghgnfq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352101 10.5281/zenodo.3595594 10/ghgnfq 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_dont\_post\_PDF, \_yl:h, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{crompton_making_nodate, title = {"{Making} visible" inequity: {Remote} learning with technology during {Covid}-19}, journal = {NORRAG}, author = {Crompton, Helen and Jordan, Katy and Wilson, Samuel and Nicolai, Susan}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ADTLVJKG}, keywords = {⛔ No DOI found}, } @misc{pellini_education_2020, type = {{UKFIET}: {The} education and development forum}, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/}, language = {en-GB}, urldate = {2020-06-03}, author = {Pellini, Arnaldo and David, Raluca and Katy, Jordan and Phillips, Toby}, year = {2020}, note = {Library Catalog: www.ukfiet.org EdTechHub.ItemAlsoKnownAs: 2405685:HJLBXYCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{nicolai_toward_2023, title = {Toward a holistic approach to {EdTech} effectiveness: {Lessons} from {Covid}-19 research in {Bangladesh}, {Ghana}, {Kenya}, {Pakistan}, and {Sierra} {Leone}}, volume = {102}, issn = {07380593}, shorttitle = {Toward a holistic approach to {EdTech} effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177}, doi = {10.1016/j.ijedudev.2023.102841}, language = {en}, urldate = {2023-08-16}, journal = {International Journal of Educational Development}, author = {Nicolai, Susan and Jordan, Katy and Adam, Taskeen and Kaye, Tom and Myers, Christina}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB}, pages = {102841}, } @article{damani_edtech_2022, title = {{EdTech} for {Ugandan} girls: {Affordances} of different technologies for girls' secondary education during the {Covid}-19 pandemic}, volume = {40}, issn = {1467-7679}, shorttitle = {{EdTech} for {Ugandan} girls}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dpr.12619}, doi = {10.1111/dpr.12619}, abstract = {Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.}, language = {en}, number = {S2}, urldate = {2023-01-09}, journal = {Development Policy Review}, author = {Damani, Kalifa and Daltry, Rebecca and Jordan, Katy and Hills, Libby and Evans, Laura}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dpr.12619 KerkoCite.ItemAlsoKnownAs: 2339240:XVDEX345 2405685:AV99SN2V 2405685:RQ6VBJVK 2405685:S7XK6HFJ}, keywords = {Covid-19, EdTech, education, gender, rural Uganda}, pages = {e12619}, } @article{jordan_learners_2023, title = {Learners and caregivers barriers and attitudes to {SMS}-based mobile learning in {Kenya}}, volume = {11}, issn = {23542160}, url = {http://www.netjournals.org/z_AERJ_23_088.html}, doi = {10.30918/AERJ.114.23.088}, abstract = {The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.}, number = {4}, urldate = {2024-02-29}, journal = {African Educational Research Journal}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Mumbi, Albina and Khagame, Phoebe and Njuguna, Lydia}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45}, pages = {665--679}, } @article{hennessy_technology_2020, title = {Technology in education in low-income countries: {Problem} analysis and focus of the {Hub}'s work}, shorttitle = {Technology in education in low-income countries}, url = {https://zenodo.org/record/3352007#.YGsY_RNKg1g}, doi = {10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, urldate = {2021-04-05}, author = {Hennessy, Sara and Jordan, Katy and Hassler, Bjoern and Hollow, David and Brugha, Meghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3}, }