@techreport{koomar_how_2024, type = {Learning {Brief}}, title = {How {Can} {Participatory} {Methods} {Centre} {Teachers} {Within} {Education} {Policy}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXMUGXHE}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.1005}, note = {ZenodoArchiveID: 10604329 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1005 ZenodoArchiveConcept: 10604328}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{hasler_edtech_2023, title = {{EdTech}, {Learning} and {Equity}: {The} {EdTech} {Hub} {Research} {Portfolio}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MBGNU7HP}, language = {en}, institution = {EdTechHub}, author = {Haßler, Björn and Wagner, Dan and Outhwaite, Laura}, month = nov, year = {2023}, doi = {10.53832/edtechhub.1000}, note = {ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{cresswell_future_2023, type = {Working {Paper}}, title = {The {Future} of {EMIS}: {A} {Public} {Financial} {Management} {Perspective}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/4NSU75DR}, abstract = {Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective. Keywords: public financial management, budgeting, digital, data governance, education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Cresswell, Simon and Long, Cathal and Fraser, Alasdair}, year = {2023}, doi = {10.53832/edtechhub.0165}, note = {ZenodoArchiveID: 7335773 ZenodoArchiveConcept: 7335772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7299806 10.5281/zenodo.7335773 10.53832/edtechhub.0165 2339240:LJTXPKUD 2405685:4NSU75DR 2405685:ABK6ZFI8 2405685:PFKAMFI6}, keywords = {\_r:AddedByZotZen}, } @techreport{nicolai_edtech_2023, type = {Working {Paper}}, title = {{EdTech} {Evidence} {From} {Covid}-19 {Response}: {A} thematic review of primary research from {Bangladesh}, {Ghana}, {Kenya}, {Pakistan} and {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/K5BJUBRE}, abstract = {To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {49}, institution = {EdTech Hub}, author = {Nicolai, Susan and Jefferies, Kate and Stepanek Lockhart, Ashley}, year = {2023}, doi = {10.53832/edtechhub.0114}, note = {ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2405685:K5BJUBRE 2405685:REW8F5TJ 2405685:U6G7C62D}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_testing_2023, type = {Sandbox {Sprint} {Review}}, title = {Testing {EdTech} {Interventions} in {Bandarban}: {Key} {Findings} from the {EdTech} {Hub} {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/V4EVQ39I}, abstract = {The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Plaut, Daniel and Datta, Rupa and Nashtaran, Trishia and Rahman, Asad and Ahmed, Shakil and Fazly, BMRabbi and Hoque, Rashedul and Moon, NurunNahar and Afroze, Sadia}, year = {2023}, doi = {10.53832/edtechhub.0146}, note = {ZenodoArchiveID: 7591685 ZenodoArchiveConcept: 7591684 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7591685 10.53832/edtechhub.0146 2405685:J8IB7LVG 2405685:V4EVQ39I}, 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}, } @techreport{tanweer_bandarban_2022, type = {Technical {Report}}, title = {Bandarban {Sandbox}: {Needs} assessment and hypothesis development}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/77665EVG}, abstract = {The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Nashtaran, Trishia and Plaut, Daniel and Rahman, Asad and Ahmed, Shakil and Chowdhury, Dilruba and Rabbi, BM Fazley and Hoque, Rashedul and Nahar, Nurun and Afroze, Sadia}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0103}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2405685:77665EVG 2405685:JV4F45P5}, keywords = {\_r:AddedByZotZen}, } @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{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{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}, } @article{shohel_school-based_nodate, title = {School-based teachers’ professional development through technology-enhanced learning in {Bangladesh}}, volume = {16}, issn = {1366-4530, 1747-5120}, url = {https://www.tandfonline.com/doi/full/10.1080/13664530.2012.668103}, doi = {10.1080/13664530.2012.668103}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Teacher Development}, author = {Shohel, M. and Mahruf, C. and Banks, Frank}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 2339240:IUEVL3KI 2405685:JAQU2MX6}, }