@techreport{radford_methodologies_2022, type = {Country summaries and case studies}, title = {Methodologies for mapping {Ministry} of {Education} {EdTech} interventions: {Lessons} from {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VIURCMFU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Radford, Kate and Ampofo, Rudolph}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0155}, note = {ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU}, keywords = {\_r:AddedByZotZen}, } @techreport{ampofo_mapping_2022, type = {Country summaries and case studies}, title = {Mapping {EdTech} interventions within the {Ministry} of {Education} of {Ghana}. {Preliminary} {Data}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3VQU7QGJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Korboe, David and Radford, Kate and Mazari, Haani}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0099}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ}, 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}, } @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}, } @article{turner_proof--concept_2022, title = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}: {A} {Digital} {Game}-{Based} {Learning} {Program} for {Out}-of-{School} {Children} in {Lebanon}}, volume = {8}, issn = {2518-6833}, shorttitle = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}}, url = {https://archive.nyu.edu/handle/2451/63607}, doi = {10.33682/8v7u-q7y3}, abstract = {Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.}, language = {en}, number = {1}, urldate = {2022-07-07}, journal = {Journal on Education in Emergencies}, author = {Turner, Jasmine S. and Taha, Karine and Ibrahim, Nisreen and Neijenhuijs, Koen I. and Hallak, Eyad and Radford, Kate and Stubbé-Alberts, Hester and de Hoop, Thomas and Jordans, Mark J. D. and Brown, Felicity L.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2405685:MWNKWMFD 2486141:V945NNYJ}, pages = {76}, }