@techreport{ampofo_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Rapid} scan on emerging {EdTech} research during the {Covid}-19 pandemic.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UWIQTDFF}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Kaye, Tom}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0107}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6959924 10.53832/edtechhub.0107 2405685:UWIQTDFF}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Rapid} scan of online safety in education}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{EdTech} {Horizon} {Scan}}, url = {https://docs.edtechhub.org/lib/3QBCENK5}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0136}, note = {ZenodoArchiveID: 7336710 ZenodoArchiveConcept: 7336709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7336710 10.53832/edtechhub.0136 2339240:4TCBX2GH 2405685:3QBCENK5 2405685:AWHK2L8L}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 5: {How} can {I} use {EdTech} to ensure that students are provided with quality educational content at the right level?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PPRW2NTQ}, abstract = {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}, language = {en}, author = {Mazari, Haani and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0139}, note = {ZenodoArchiveID: 7341509 ZenodoArchiveConcept: 7341508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341509 10.53832/edtechhub.0139 2405685:NUTI6KUS 2405685:PPRW2NTQ}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Blockchain} technology in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/94H68P58}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Kaye, Tom}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF}, keywords = {\_r:AddedByZotZen}, } @techreport{kimenyi_building_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Building effective {COVID}-19 {Education} {Response} {Plans}: {Insights} from {Africa} and {Asia}}, url = {https://docs.edtechhub.org/lib/6W2UWE89}, language = {EN}, number = {15}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Otieno, Jennifer and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0041}, note = {previousshortDOI: 10/ghgk6r previousDOI: 10.5281/zenodo.3884302 EdTechHub.Source: 2405685:6W2UWE89 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6r KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 10.53832/edtechhub.0041 10/ghgk6r 2129771:2MD2QL8K 2339240:7QEJ68RG 2405685:6W2UWE89 2405685:7HQN2HAD}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_maldives_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {The {Maldives} and {Sri} {Lanka}: {Question} \& {Answer} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HE2Q6Z8Y}, abstract = {EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.}, language = {EN}, number = {18}, institution = {EdTech Hub}, author = {Adam, Taskeen and Kaye, Tom and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0018}, note = {ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgngv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 10.53832/edtechhub.0018 10/ghgngv 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y 2405685:SRU74BP6}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{lynch_pakistan_2020, type = {Helpdesk {Response}}, title = {Pakistan {Distance}-{Learning} {Topic} {Brief}: {Primary}-level {Deaf} {Children}}, shorttitle = {Pakistan {Distance}-{Learning} {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/LP4PGMNA}, abstract = {The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.}, language = {en}, number = {16}, institution = {EdTech Hub}, author = {Lynch, Paul and Kaye, Tom and Terlektsi, Emmanouela}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0043}, note = {ZenodoArchiveID: 5652129 previousZenodoArchiveID: 3891379 previousshortDOI: 10/ghgnfv previousDOI: 10.5281/zenodo.3891379 EdTechHub.Source: 2405685:LP4PGMNA shortDOI: 10/ghgnfv KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3891379 10.5281/zenodo.3891379 10.5281/zenodo.4348995 10.53832/edtechhub.0043 10/ghgnfv 2129771:3YH4WC8N 2129771:J35ZR45N 2339240:6VEXVUL7 2339240:CDU93LQU 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2339240:Z4FHRC9L 2405685:4PAZ4ZQH 2405685:8WYASBE4 2405685:KL56SD42 2405685:LP4PGMNA 2405685:S2A2EQQC 2405685:WFMBLBBE 2405685:XIQ5CL9B 2405685:XJ42VUQG 2405685:YY4LI6EI}, keywords = {C:Pakistan, F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, type = {Technical {Guidance}}, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {Feasibility} {Assessment}}, url = {https://docs.edtechhub.org/lib/K7JDL4IL}, abstract = {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.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0028}, note = {ZenodoArchiveID: 5652121 previousZenodoArchiveID: 3941727 previousDOI: 10.5281/zenodo.3941727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 10.53832/edtechhub.0028 2129771:KLLMDHKK 2339240:Y5Z46TRU 2405685:2B8SH5S3 2405685:K7JDL4IL}, 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}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-learning {Environment} in {Zanzibar}: {Digital} {Content} {Curation}}, url = {https://docs.edtechhub.org/lib/T2W7MU3K}, abstract = {In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, doi = {10.5281/zenodo.3966976}, note = {ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {A} {Short} {Guide}}, url = {https://docs.edtechub.org/lib/85C5HVC7}, abstract = {In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = aug, year = {2020}, doi = {10.53832/edtechhub.0029}, note = {ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kaye_monitoring_2020, type = {Helpdesk {Response}}, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle}-{Income} {Countries}}, copyright = {Creative Commomns Attribution 4.0}, shorttitle = {Monitoring {Distance} {Education}}, url = {https://docs.edtechhub.org/lib/XUVA9827}, abstract = {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.}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652092}, note = {ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{myers_lets_2021, type = {Case {Study}}, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3GQXS67C}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, doi = {10.5281/zenodo.4699337}, note = {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}, } @misc{groeneveld_helping_2021, title = {Helping improve the {Kenya} {Education} {Cloud} with a {SWOT} analysis}, url = {https://edtechhub.org/2021/04/15/helping-improve-the-kenya-education-cloud-with-a-swot-analysis/}, abstract = {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…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4707900}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{groeneveld_implementing_2020, title = {Implementing a virtual learning environment in a resource-constrained setting: five key reflections}, shorttitle = {Implementing a virtual learning environment in a resource-constrained setting}, url = {https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/}, abstract = {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…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = dec, year = {2020}, doi = {10.5281/zenodo.4708006}, note = {PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{bashir_new_2020, title = {New {Brief}: {Monitoring} {Distance} {Learning} {During} the {Covid}-19 {Pandemic}}, shorttitle = {New {Brief}}, url = {https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/}, abstract = {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…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Bashir, Amreen and Groeneveld, Caspar and Kaye, Tom}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708238}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{groeneveld_swot_2021, title = {{SWOT} {Analysis} of the {Kenya} {Education} {Cloud}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/R3E3KVHX}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = jan, year = {2021}, doi = {10.5281/zenodo.4745991}, note = {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}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5: {Final} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5XBMPDX6}, abstract = {In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0079}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2405685:5XBMPDX6}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1}, url = {https://docs.edtechhub.org/lib/EW94QPAA}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0075}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803111 10.53832/edtechhub.0075 2339240:XBN27377 2405685:674LJ8EY 2405685:EW94QPAA}, keywords = {\_r:AddedByZotZen}, } @techreport{wyss_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 3: {How} can {I} develop an aligned and actionable {EdTech} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VVT2BI9M}, abstract = {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}, language = {en}, author = {Wyss, Natalie and Mbugua, Wanjiku and Kaye, Tom}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0137}, note = {ZenodoArchiveID: 7341466 ZenodoArchiveConcept: 7341465 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341466 10.53832/edtechhub.0137 2405685:VVT2BI9M}, keywords = {\_r:AddedByZotZen}, } @techreport{otieno_use_2023, type = {{EdTech} {Hub} {Working} {Paper}}, title = {The {Use} of {Technology} to {Promote} {Equity} and {Inclusion} in {Education} in {North} and {Northeast} {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GS45WQWR}, abstract = {Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {52}, institution = {EdTech Hub}, author = {Otieno, Jennifer and Kaye, Tom and Mbugua, Wanjiku}, year = {2023}, doi = {10.53832/edtechhub.0159}, note = {ZenodoArchiveID: 7781293 ZenodoArchiveConcept: 7781292 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7781293 10.53832/edtechhub.0159 2405685:GS45WQWR}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_using_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}: {A} {Curated} {Resource} {List}}, shorttitle = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}}, url = {https://docs.edtechhub.org/lib/CMS6HPI8}, abstract = {This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.}, language = {EN}, number = {11}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0042}, note = {previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 10.53832/edtechhub.0042 10/ghgng4 2129771:FCNVWJUI 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H 2405685:RV5RNCII}, keywords = {C:Yemen, F: Helpdesk response, LP: English, W:Fragile and conflict affected contexts, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{otieno_building_2020, title = {Building effective {COVID}-19 education response plans: {Insights} from {Africa} and {Asia}}, shorttitle = {Building effective {COVID}-19 education response plans}, url = {https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/}, abstract = {by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Otieno, Jenn Cotter and Kimenyi, Eric and Kaye, Tom}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707848}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707848 2405685:53CUDS8Y 2405685:FTVF4TKE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{clark-wilson_theory_2021, type = {Working {Paper}}, title = {A {Theory} of {Change} for a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2T7DPIBU}, abstract = {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}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Kaye, Tom}, year = {2021}, doi = {10.53832/edtechhub.0044}, note = {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}, } @misc{sarwar_five_2020, title = {Five lessons learnt from {Bangladesh}'s experience responding to {COVID}-19}, url = {https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/}, abstract = {by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Sarwar, Mohammad Afzal Hossain, and Hossain, Iqbal and Kaye, Tom}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707858}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707856 10.5281/zenodo.4707858 2339240:3JLSUFML 2339240:PISQI3AG 2405685:7G3XE8J6 2405685:HXB42AHC 2405685:PH8ICW77 2405685:RDMBW97E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kaye_nepal_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Nepal “{Ask} me anything” {Session}: {Responses} to audience questions}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Nepal "{Ask} me anything" {Session}}, url = {https://docs.edtechhub.org/lib/UXQG7GRG}, abstract = {On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.}, language = {en}, number = {13}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Moss, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0014}, note = {previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG}, keywords = {C:Nepal, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{baloch_pakistan_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Pakistan {Topic} {Brief}: {Providing} {Distance} {Learning} to {Hard}-to-reach {Children}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Pakistan {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/9TKV7H6E}, abstract = {This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.}, language = {en}, number = {17}, institution = {EdTech Hub}, author = {Baloch, Imdad and Kaye, Tom and Koomar, Saalim and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0026}, note = {ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER}, keywords = {F: Helpdesk response, L:Out-of-school populations, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{zubairi_country-level_2021, type = {Working {Paper}}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Pakistan}}, url = {https://docs.edtechhub.org/lib/NZUHTJBG}, institution = {EdTech Hub}, author = {Zubairi, Asma and Halim, Waqas and Kaye, Tom and Wilson, Sam}, year = {2021}, doi = {10.5281/zenodo.4596486}, note = {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}, } @techreport{groeneveld_work_2021, type = {Technical {Guidance}}, title = {A {Work} {Plan} for {Content} {Creation}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/EH6F8M5P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Proctor, Jamie and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4617798}, note = {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}, } @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{zubairi_country-level_2021, type = {Country summaries and case studies (was: {Country} scan)}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QUJHNPRD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Kreimeia, Adam and Kaye, Tom and Ashlee, Amy}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651981}, note = {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}, } @techreport{wilson_desk_2022, type = {Evidence {Review}}, title = {Desk {Review} of {Technology}-{Facilitated} {Learning} in {Pakistan}: {A} review to guide future development of the technology-facilitated learning space in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6FN5VTP7}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Wilson, Sam and Khalayleh, Abdullah and Baloch, Imdad and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0071}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU}, keywords = {\_r:AddedByZotZen}, } @techreport{kaye_bangladesh_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3HP24UTI}, abstract = {The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12B}, institution = {EdTech Hub}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0020}, note = {ZenodoArchiveID: 3865298 previousshortDOI: 10/ghgk6p previousshortDOI: 10/ghgk6p previousDOI: 10.5281/zenodo.3865298 shortDOI: 10/ghgk6p KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 10.53832/edtechhub.0020 10/ghgk6p 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:CEADG684 2405685:H52W8E9M 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_yl:g, \_zenodo:submitted, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{chuang_back--school_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DS66UGW4}, abstract = {This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12A}, institution = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0019}, note = {ZenodoArchiveID: 3878423 previousshortDOI: 10/ghgk6n previousshortDOI: 10/ghgk6n previousDOI: 10.5281/zenodo.3878423 previousshortDOI: 10/ghgk6n EdTechHub.Source: 2405685:DS66UGW4 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6n KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 10.53832/edtechhub.0019 10/ghgk6n 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:4Z5W36SI 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{khalayleh_monitoring_2021, type = {Working {Paper}}, title = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}: {Pakistan} {Ministry} of {Federal} {Education} and {Professional} {Training}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}}, url = {https://docs.edtechhub.org/lib/XBPZPS3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah and Baloch, Imdad and Dele-Ajayi, Opeyemi and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4633326}, note = {ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{kimathi_keeping_2021, title = {Keeping {Kenya} {Learning}: {The} importance of caregiver engagement in supporting learning beyond the classroom}, shorttitle = {Keeping {Kenya} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {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…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6}, keywords = {\_EdTechHub\_Output}, } @techreport{clark-wilson_theory_2022, type = {Working {Paper}}, title = {A {Theory} of {Change} for {Teachers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/29Z2JFJT}, abstract = {The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {44}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Ahmed, Shakil and Kaye, Tom and Zubairi, Asma}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0088}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6400980 10.53832/edtechhub.0086 10.53832/edtechhub.0088 2405685:29Z2JFJT 2405685:CB5GGAXU}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_country-level_2021, type = {Country summaries and case studies}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SNBW6BK6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Bapna, Akanksha and Williams, Ayesha and Mitchell, Joel}, month = aug, year = {2021}, doi = {10.5281/zenodo.5256847}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5256847 2405685:FQP8MJIY 2405685:SNBW6BK6}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{mazari_learning_2022, type = {Evidence review}, title = {Learning continuity in response to climate emergencies: {Preliminary} insights on supporting learning continuity following the 2022 {Pakistan} floods}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IHTU7JRT}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Kaye, Tom and Perry, Freya}, year = {2022}, doi = {10.53832/edtechhub.0134}, note = {ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2405685:FKCF86HV 2405685:IHTU7JRT}, keywords = {\_r:AddedByZotZen}, } @misc{chuang_nine_2020, title = {Nine takeaways from our reviews of {COVID}-19 education responses}, url = {https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/}, abstract = {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…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Koomar, Saalim and McBurnie, Chris and Moss Coflan, Caitlin}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707876}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{zubairi_pakistan_2022, type = {Technical {Report}}, title = {Pakistan {Digital} {Learning} {Landscape} {Analysis}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HEXCEXFK}, abstract = {The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34\% of households across Pakistan have digital access and only 14\% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Khalayleh, Abdullah and Baloch, Imdad and Mazari, Haani and Kaye, Tom and Groeneveld, Caspar}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0093}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK 2405685:XMGEKJ3V}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_learning_2023, type = {Technical {Report}}, title = {Learning continuity in response to climate emergencies: {Pakistan}'s 2022 floods}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/42XI4RCK}, abstract = {Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Radford, Kate and Kaye, Tom and Perry, Freya}, year = {2023}, doi = {10.53832/edtechhub.0135}, note = {ZenodoArchiveID: 7334016 ZenodoArchiveConcept: 7334015 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7334016 10.5281/zenodo.7716210 10.53832/edtechhub.0135 2405685:42XI4RCK 2405685:EQ454TF3 2405685:QEMBQCJ6}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_learning_nodate, type = {{EdTech} {Hub} {Policy} briefing}, title = {Learning continuity in response to {Pakistan}’s 2022 floods: {Policy} brief}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/333BJPIR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Radford, Kate and Perry, Freya and Kaye, Tom}, doi = {10.53832/edtechhub.0160}, note = {ZenodoArchiveID: 7782171 ZenodoArchiveConcept: 7782170 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7782171 10.53832/edtechhub.0160 2405685:333BJPIR}, keywords = {\_r:AddedByZotZen}, } @article{kaye_educational_2021, title = {Educational technology to improve capacity - integrating adaptive programmes in public schools in {Kenya}}, doi = {10.4324/9780429344855}, author = {Kaye, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855 2339240:KH9YGR3M 2405685:W42JAPNN}, } @techreport{clark-wilson_theory_2022, type = {Working {Paper}}, title = {A {Theory} of {Change} for {Parents} and {Caregivers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GQSKFD62}, abstract = {The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Ahmed, Shakil and Mazari, Haani and Kaye, Tom and Radford, Kate and Otieno, Jennifer}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0126}, note = {ZenodoArchiveID: 7054334 ZenodoArchiveConcept: 7054333 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7054334 10.53832/edtechhub.0126 2405685:GQSKFD62 2405685:XLXRPW3Z}, keywords = {\_r:AddedByZotZen}, } @techreport{dangelo_lessons_2024, title = {Lessons on {Scalability} {Implementing} {Digital} {Personalized} {Learning} in {Public} {Schools}}, institution = {World Bank}, author = {D'Angelo, Sophia and Barón, Juan and Mazari, Haani and Morales, Daniel and Tabares, Santiago Ospina and Santos, Paola Polanco and Kaye, Tom}, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCYVG4AG 2405685:9A2P2NAW}, } @techreport{hasler_all_2021, type = {Working {Paper}}, title = {All {Programmes} {Recorded}, {All} {Outputs} {Reported}}, url = {https://docs.edtechhub.org/lib/VJYXV8JP}, number = {25}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and El-Serafy, Yomna and Kaye, Tom and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0050}, note = {previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP}, keywords = {AuthorFirst:Haßler, \_yl:q}, } @techreport{myers_lets_2021, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, shorttitle = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56}, } @article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {485--493}, } @misc{kimathi_importance_2021, title = {The {Importance} of {Caregiver} {Engagement} in {Supporting} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more.}, language = {en-US}, urldate = {2022-09-09}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCEFY3WR 2405685:7VZZBHDN}, } @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}, } @incollection{kaye_educational_2020, edition = {1}, title = {Educational {Technology} to {Improve} {Capacity} – {Integrating} {Adaptive} {Education} {Programmes} in {Public} {School} in {Kenya}}, isbn = {978-0-429-34485-5}, url = {https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9}, language = {en}, urldate = {2021-04-08}, booktitle = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform}}, publisher = {Routledge}, author = {Kaye, Tom}, editor = {Ehren, Melanie and Baxter, Jacqueline}, collaborator = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, doi = {10.4324/9780429344855-9}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855-9 2339240:RNZEPJMP 2405685:E3KY9MK5 2405685:TUJB4RK6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {182--200}, }