Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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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

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
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Keywords: F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub, 2020)
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
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Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain,; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
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…
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Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda (EdTech Hub, 2020)
By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Distance Learning as a Tool for System Resilience - EducationLinks (2020)
Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries
ZenodoArchiveID: 4706933 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706933 2339240:4WU2C356 2405685:4PVHDPR5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoETH

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Technology-Supported Personalised Learning: A Rapid Evidence Review - Major, Louis; Francis, Gill A. (EdTech Hub, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
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Keywords: F: Evidence review; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
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Keywords: F: Helpdesk response; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Expert Consultation: Radio-Based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.
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Keywords: C:Philippines; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v2; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Pakistan: A Rapid Scan - Baloch, Imdad; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Pakistan; F: Country scan; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Zimbabwe: A Rapid Scan - Dzinotyiweyi, Monica; Taddese, Abeba (EdTech Hub, 2020)
ZenodoArchiveID: 5652131 previousshortDOI: 10/ghgnd5 previousDOI: 10.5281/zenodo.3903838 shortDOI: 10/ghgnd5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3903838 10.53832/edtechhub.0040 10/ghgnd5 2339240:L6LPKDJD 2405685:G4UUX5P3
Keywords: C:Zimbabwe; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Tanzania: A Rapid Scan - Groeneveld, Caspar; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Tanzania; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Jordan: A Rapid Scan - Khalayleh, A.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Jordan; F: Country scan; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Rwanda: A Rapid Scan - Kimenyi, Eric; Chuang, Rachel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert
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Keywords: C:Rwanda; F: Country scan; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (EdTech Hub, 2020)
This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.
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Keywords: C:Madagascar; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; W:Low connectivity and/or electricity; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Sierra Leone; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

EdTech in Kenya: A Rapid Scan - Otieno, J.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Kenya; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

EdTech in Ghana: A Rapid Scan - Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: Access; C:Ghana; Distance learning; EdTech; LP: English; Online learning; Remote learning; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH

How India responded: distance learning in the time of COVID-19 (EdTech Hub, 2020)
As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Building effective COVID-19 education response plans: Insights from Africa and Asia - Otieno, Jenn Cotter; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2020)
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…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (EdTech Hub, 2020)
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.
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Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
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.
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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

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
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.
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

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: <this> 2339240:KPL424XH shortDOI: 10/ghgng8 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3874247 10.5281/zenodo.3874247 10.53832/edtechhub.0025 10/ghgng8 2129771:LBII97HZ 2339240:2R8Z34D2 2339240:FT2TLP7Q 2339240:G93JLKST 2339240:J7DSQVEZ 2339240:QSKUJUNV 2339240:YK2KWXPL 2405685:2D6GK36K 2405685:48AAKD33 2405685:7VFMN2XM 2405685:G7ZB68PJ 2405685:I5WKHBZI 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA 2405685:ZUDWQVKI
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Helping you find and compare EdTech tools (EdTech Hub, 2020)
We’re excited to publish the first version of a tool to help you find and compare EdTech tools. The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
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.
previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: <this> 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

Supporting innovation in the time of COVID: What we've done and what we'll do next (EdTech Hub, 2020)
When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707842 2405685:INIYKGVN
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
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).
ZenodoArchiveID: 3878423 previousshortDOI: 10/ghgk6n previousshortDOI: 10/ghgk6n previousDOI: 10.5281/zenodo.3878423 previousshortDOI: 10/ghgk6n EdTechHub.Source: 2405685:DS66UGW4 EdTechHub.Source: <this> 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

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.
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Keywords: L:English UXZJW5DR; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:F:Educational data QWBAFGFR; TAG:F:Online and distance teaching and learning A32ARSFK; TAG:H:Audio and Radio QIAXGMEU; TAG:P:Teachers DAJFZBM8; TAG:W:Low connectivity and/or electricity KET3PKDI; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:F:Educational data QWBAFGFR; _T:F:Online and distance teaching and learning A32ARSFK; _T:H:Audio and Radio QIAXGMEU; _T:P:Teachers DAJFZBM8; _T:W:Low connectivity and/or electricity KET3PKDI; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Building effective COVID-19 Education Response Plans: Insights from Africa and Asia - Kimenyi, Eric; Otieno, Jennifer; Kaye, Tom (EdTech Hub, 2020)
previousshortDOI: 10/ghgk6r previousDOI: 10.5281/zenodo.3884302 EdTechHub.Source: 2405685:6W2UWE89 EdTechHub.Source: <this> 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

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.
ZenodoArchiveID: 4556935 PreviousDOI: 10.5281/zenodo.4476991 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3956366 10.5281/zenodo.3956366 10.5281/zenodo.4476991 10.5281/zenodo.4556935 2259720:BFY7A76P 2339240:3WZUWHB3 2339240:CVI8639W 2339240:G8MSWBJC 2339240:IF3IMDSW 2339240:NUYRVP8T 2339240:UXMEFECL 2405685:BVXSZ7G4 2405685:BZFLWXG6 2405685:DPRU64AB 2405685:FMULV6ZI 2405685:TJ95P4G4 2405685:UJF6X47J 2405685:UVB294JN 2405685:Y3XDX8FW 4803016:WC4XVPPN
Keywords: L:English UXZJW5DR; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2020)
In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.
ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: <this> KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _yl:i; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech call for ideas: What have we learned from the applications? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world. Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707827 2405685:NX2U4EMJ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Publish, learn, improve (EdTech Hub, 2020)
This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
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.
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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

Help us improve education through technology: Sign up for user research (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2020)
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
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Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _forthcoming; _zenodoETH:submitted; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe; Damani, Kalifa (EdTech Hub, 2020)
previousDOI: 10.5281/zenodo.3873458 EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: <this> KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 10.53832/edtechhub.0006 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 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; _MELA_seen; _cover:v1; _yl:g; _zenodoETH; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Bangladesh Back-to-School Campaign - Kaye, Tom; Chuang, Rachel; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
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).
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

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (Education Development Trust, 2020)
ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic - McBurnie, Chris (EdTech Hub, 2020)
This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
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Keywords: COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
ZenodoArchiveID: 3784940 previousshortDOI: 10/gg7sqj previousshortDOI: 10/gg7sqj previousDOI: 10.5281/zenodo.3784940 previousshortDOI: 10/gg7sqj EdTechHub.Copy: 2129771:4W3D35BT EdTechHub.Copy: 2129771:4W3D35BT shortDOI: 10/gg7sqj KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 10.53832/edtechhub.0004 10/gg7sqj 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (EdTech Hub, 2020)
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Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
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Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

What are countries doing that already use remote learning extensively? What can we learn from them? - Ndaruhutse, Susy; Gibbs, Emma; Fitzpatrick, Rachael (2020)
ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957
Keywords: H: Distance education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Francophone countries and COVID-19 EdTech response (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707818 2405685:HSFC8I7U 2405685:Z97WAI9K
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Solutions EdTech face au COVID-19 dans les pays francophones (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707820 2405685:SVXJAUKP
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Solutions EdTech face au COVID-19 dans les pays francophones - Lwamba, Etienne (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707816 2405685:3V3HQS3W
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707814 2405685:5ZVJ2YZ5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
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Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries - David, Raluca; Pellini, Arnaldo; Jordan, Katy; Philips, Toby (Zenodo, 2020)
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.
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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

The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707808 2405685:PBKNDCEU
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Remote Learning: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)
This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.
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Keywords: Methods; _DOILIVE; _EdTechHub_Output; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Online and distance teaching and learning A32ARSFK; _cover:other:ok; _zenodo:submitted; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Best Practice in Pedagogy for Remote Teaching - McAleavy, Tony; Gorgen, Kristine (Education Development Trust, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found; ⛔ No INSPIRE recid found

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.
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Keywords: COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
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Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners. Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707798 2405685:GGVB5UAV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries - Coflan, Caitlin Moss; Kaye, Thomas (EdTech Hub, 2020)
This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.
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Keywords: F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-dode

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
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Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

Sandboxes: Testing the strategy in Malawi - Carter, Alice (EdTech Hub, 2020)
Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation. Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:785EE55K
Keywords: C:Malawi; F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.
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Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.
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Teacher professional development and coaching in low-income countries: An evidence-informed conversation - Haßler, Björn; Moss, Caitlin (EdTech Hub, 2020)
This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.
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Problem Analysis. A Global Public Good produced by the EdTech Hub - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
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Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Sandboxes: My experience participating in the sandbox alpha - Kumasewera, Pilirani (EdTech Hub, 2020)
This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:CE3XH7JY
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandboxes: our approach to systemic experimentation - Simpson, Lea (EdTech Hub, 2020)
What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.
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15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?” As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
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Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Summarised Findings from the EdTech Hub Helpdesk - Chuang, Rachel; Moss Coflan, Caitlin (EdTech Hub, 2020)
As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
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Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodoETH; _zenodoETH:submitted

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
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Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries (EdTech Hub, 2020)
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 stop — but they could be helped by the right EdTech tools.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707786 2405685:8JSCGYMM 2405685:P3KEJIPR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ (EdTech Hub, 2020)
Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Conseils pour l’introduction de la technologie en classe Liste de sources annotée - Allier-Gagneur, Zoé; Lwamba, Etienne (EdTech Hub, 2020)
Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.
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Keywords: F: Helpdesk response; LP: French; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda - Chuang, Rachel; Koomar, Saalim (EdTech Hub, 2020)
This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.
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Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.
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Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Position paper: EdTech for learners (internal working paper). - Damani, Kalifa; Francis, Gill; McIntyre, Nora; Major, Louis; Hollow, David (EdTech Hub, 2020)
ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

EdTech in Nigeria: A Rapid Scan - Dele-Ajayi, Opeyemi; Taddese, Abeba (EdTech Hub, 2020)
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Keywords: C:Nigeria; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Call for ideas for EdTech responses to coronavirus (COVID-19) - EdTech Hub (EdTech Hub, 2020)
UPDATE: The call is now closed We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed. We have been delighted and overwhelmed by the huge number […]
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Hub: Resources from other organisations - EdTech Hub (EdTech Hub, 2020)
Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The effect of Covid-19 on education in Africa and its implications for the use of technology - eLearning Africa; EdTech Hub (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
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.
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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

A scoping review of technology in education in LMICs - descriptive statistics and sample search results - Haßler, Björn; McIntyre, Nora; Mitchell, Joel; Martin, Kevin; Nourie, Kristi; Damani, Kalifa; Kristi Nourie; Kalifa Damani (EdTech Hub, 2020)
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Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:v; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (The EdTech Hub, 2020)
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.
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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

Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). - Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam (EdTech Hub, 2020)
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Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.
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Keywords: C:Mozambique; ES:Educational data; ES:Monitoring and evaluation; F: Helpdesk response; L:Low-level foundational skills; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (EdTech Hub, 2020)
This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
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Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (EdTech Hub, 2020)
Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …
ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted; _zenodoETH

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH

Activating local study-groups for children’s learning—an equitable EdTech response? - Power, Tom (EdTech Hub, 2020)
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2020)
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Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf

Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

SUMMARY Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

EdTech in Liberia: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Liberia; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Senegal: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Keywords: C:Senegal; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; pu

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
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Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
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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

Research publication strategy and proposed publications - Haßler, Björn; McIntyre, Nora; Hollow, David; Jordan, Katy; Hennessy, Sara; Brugha, Meaghan; Mitchell, Joel (EdTech Hub, 2019)
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Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
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

Hello, I’m Björn, Director of Research – The EdTech Hub - Haßler, Björn (EdTech Hub, 2019)
I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the #EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission.
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Keywords: _DOILIVE; _EdTechHub_Output; _yl:r; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Keyword inventory (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
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.
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:p; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Five starting points on innovation for the EdTech Hub – The EdTech Hub - Simpson, Lea (EdTech Hub, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XCJNWSVR XCJNWSVR
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech Hub - Hennessy, Sara (EdTech Hub, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:A7H9CPGD A7H9CPGD
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Hub Research and Innovation to fulfill the potential of EdTech - Nicolai, Susan (EdTech Hub, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:3547DQJS
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub - Jamieson Eberhardt, Molly (EdTech Hub, 2019)
If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.
shortDOI: 10/ghgngr KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906791 10/ghgngr 2405685:AGB565DF 2405685:MUPWVYW6
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
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).
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:q; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Methodology for literature reviews undertaken by the EdTech Hub - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Sara Hennessy; David Hollow; Katy Jordan; Kevin Martin; Mary Murphy; Hannah Walker (EdTech Hub, 2019)
An output of the EdTEch Hub
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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

Systemic Mixed-Methods Research — A conceptual framework for EdTech research along the IDIA scale - Haßler, Björn; Hennessy, Sara; Hollow, David; Simpson, Lea; Carter, Alice; Damani, Kalifa; Francis, Gill; Jordan, Katy; McIntyre, Nora; Mitchell, Joel (EdTech Hub, 2019)
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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

Complexity and Considerations in Delivering Adaptive Learning Digital Services - Proctor, Jamie (EdTech Hub, 2019)
An output of the EdTech Hub, https://edtechhub.org
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Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Education for people and planet: creating sustainable futures for all - UNESCO (2016)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5521479 10.5281/zenodo.5521482 10.5281/zenodo.5521636 2339240:QA9TDYJ2 2405685:4I9G4MUN 2405685:BTUXGINQ 2405685:KUZZEJM7 2405685:M8II5D5S
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Eritrea Education Sector Plan 2018-2022 - Ministry of Education of Eritrea (Global Partnership for Education, 2028)
The mission of the Ministry of Education of Eritrea during implementation of the new Education Sector Plan 2018-2022 is "to provide a quality and relevant education consistent with the national aspirations to all Eritrean."
KerkoCite.ItemAlsoKnownAs: 2339240:SIJKUS9W 2405685:ARMMKQ3F

Call for Saudis to join national AI training - Arab News (Arab News, 2025)
RIYADH: The Saudi Data and AI Authority, in collaboration with the education and human resources and social development ministries, has invited citizens to register for the national initiative, “One Million Saudis in AI – SAMAI.” The initiative, which is taking place for the first time, aims to train 1 million Saudis in artificial intelligence to strengthen national capabilities in line with Vision 2030, the Saudi Press Agency reported on Wednesday.
KerkoCite.ItemAlsoKnownAs: 2405685:EPKYBRFL

One Teacher Thailand: A case study of a teacher learning network - Thang, Sarah; Thinley, Sangay; Wiboonuppatum, Rangsun; Saihjee, Aarti; Khlaisang, Jintavee; Thammetar, Thapanee; Kaosaiyaporn, Ophat; Saiyasit, Pichsinee; Theeraroungchaisri, Natchapat (UNICEF and EdTechHub, 2025)
กรณีศึกษาเครือข่ายครู ประเทศไทย

Kenya: Registered refugees and asylum-seekers as of 31 March 2025 - UNHCR (UNHCR Kenya, 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:WI34EICY 2405685:7ZNKUUAL

Uneven Adoption of Artificial Intelligence Tools Among U.S. Teachers and Principals in the 2023–2024 School Year - Kaufman, Julia H.; Woo, Ashley; Eagan, Joshua; Lee, Sabrina; Kassan, Emma B. (RAND Corporation, 2025)
Drawing on nationally representative survey data, the authors examine the use of artificial intelligence (AI) tools and products among teachers and principals and the presence of school policies on the use of AI during the 2023–2024 school year. Their findings provide useful information for those who support teachers at the school, district, and state levels, as well as providers and developers of AI tools for use by teachers and students.
KerkoCite.ItemAlsoKnownAs: 2339240:4LL7TYHD 2405685:59D3L4PT
Keywords: Alumni; Artificial Intelligence; Education Curriculum; Educational Technology; Principals; Research; Students; Teachers and Teaching

Gallup Data Analytics series on Pakistan Social and Living Standards Measurement data - Gallup Pakistan (2025)
Gallup Pakistan, the Pakistani affiliate of Gallup International, is a leading survey research and consultancy firm in Pakistan. Gallup Pakistan is a specialist in independent third-party evaluation and ratings. The company is widely attributed to be the founder of science of polling in Pakistan and brings over 40 years of experience in conducting and analyzing opinion polling in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:Q7W6J9KP 2405685:V52YRQDT

Estimating the increase in emissions caused by AI-augmented search - Vanderbauwhede, Wim (arXiv, 2025)
AI-generated answers to conventional search queries dramatically increase the energy consumption. By our estimates, energy demand increase by 60-70 times. This is a based on an updated estimate of energy consumption for conventional search and recent work on the energy demand of queries to the BLOOM model, a 176B parameter model, and OpenAI's GPT-3, which is of similar complexity.
arXiv:2407.16894 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2407.16894 2405685:EK5IKETK
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Forecast mostly gloomy, but that’s a good thing - Harford, Tim (Financial Times, 2025)
KerkoCite.ItemAlsoKnownAs: 2405685:MLK3MUZM

Bridging Educational Gaps Watching TV at Home: The Impact of an Educational TV Show on Kenyan Children - Baier, Jasmin; Barasa, Laura; Bottan, Nicolas; Ghosh, Anushka; Millrine, Mark (SSRN, 2025)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.5022687 2405685:646WWAJT

Education Development Trust - Education Development Trust (2025)
Improving school systems at scale and provide empowering employability and careers services to young people and adults.
KerkoCite.ItemAlsoKnownAs: 2405685:2P88ECBH 2486141:SE98TW6X

Embedding gender equality and social inclusion (GESI) in research with teachers: A self-assessment framework. - Lynch, Ingrid (Foundation for Information Technology Education and Development and Fundación SUMMA., 2025)
KerkoCite.ItemAlsoKnownAs: 2339240:44YHK9R3 2405685:SEBR6ZNM

National Digital Learning Strategy for the Sierra Leone Ministry of Basic and Senior Secondary Education & Teaching Service Commission 2025–2030 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2025)
Sierra Leone launches first-ever National Digital Learning Strategy The Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC) are pleased to announce the launch of Sierra Leone’s first-ever National Digital Learning Strategy (NDLS) — a groundbreaking framework aimed at leveraging educational technology to improve teaching and learning in Sierra Leone. Developed through a collaborative and consultative process with representatives from the MBSSE, TSC, Ministry of Tertiary and Higher Education (MTHE), Presidential Delivery Unit (PDU), and Ministry of Communications, Technology, and Innovation (MoCTI) and shaped by insights from students, teachers, district leaders and officials, the NDLS outlines key priorities related to addressing the digital divide in Sierra Leone; improving teachers’ digital capabilities; strengthening learners’ access to technology; improving access to localized content, and improving coordination mechanisms between all EdTech stakeholders. EdTech Hub is a proud partner of this work alongside the UK Foreign, Commonwealth and Development Office (FCDO), UNICEF, the World Bank, and other collaborators. This collaboration included technical guidance and support throughout the process. The NDLS represents a collective commitment to transforming education and building future-ready learners and educators.
KerkoCite.ItemAlsoKnownAs: 2405685:WVVB6PCG

Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers - Kong, Byeongjo; Li, Zhigang; Ratner, Sara; University of Oxford; Hemberg, Erik; AnyScale Learning For All; Haque, A. K. M. Shamsul (Asian Development Bank, 2024)
Bangladesh, with one of the largest education systems in the world, has started to lay the foundation for reskilling its youth in preparation for an automated world of work. The country has thus looked to using artificial intelligence (AI) in the education sector, recognizing its promise to transform the teaching–learning landscape while acknowledging the challenges inherent in its adoption. This paper presents results of an AI needs assessment survey and training workshop conducted among primary education teachers from 2023 to 2024, to gather opinions on pedagogies that could benefit from AI-enabled automation, as well as understand respondents’ perceptions of integrating AI and automation into their teaching tasks.
KerkoCite.ItemAlsoKnownAs: 10.22617/WPS240575-2 2339240:AI447E4V 2405685:GFCNWNN6

The future of learning: The impact of EdTech on learning outcomes in the Philippines - Deshpande, Tanvi; White, Lauren (GSMA, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LXNLXZK4 2405685:ARHGXQTI

aprendIA - International Rescue Committee (Airbel Impact Lab, 2024)
The Airbel Center is the innovation team at the International Rescue Committee. We develop products, services, and systems to improve humanitarian response—creating lasting impact for people affected by conflict and crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:569ZDLTL 2405685:QHV2VYFT

Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’ - Jordan, Katy; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (Journal of Learning for Development, 2024)
The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v11i3.1066 2405685:BWBWSFY4

Learning for an uncertain future: Artificial intelligence a challenge for Pakistani education system in the era of digital transformation - Khurshid, Saba; Khurshid, Shumaila; Toor, Hafsa Khalil (Qualitative Research Journal, 2024)
The rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.,A focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.,The study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.,It highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/QRJ-02-2024-0045 2339240:I72XLUAG 2405685:XTHZTMER

Why East Africa’s education systems must build climate resilience now: Three takeaways from a conference - Mbugua, Ciku; Simmons, Hannah; Barretto, Johnpaul; Barretto, Hannah Simmons and Johnpaul, Ciku Mbugua (EdTech Hub, 2024)
How can education systems build resilience to climate change? EdTech Hub explored this critical question at the inaugural East African Community Education Conference, held in Arusha this August. Discover our key insights in this blog.
KerkoCite.ItemAlsoKnownAs: 2339240:8JH5JWWD 2405685:3697CB4V

Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes - Jordan, Katy; Myers, Christina; Damani, Kalifa; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (British Journal of Educational Technology, 2024)
Abstract The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notes What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption.
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13533 2405685:JQREWVZC

Out-of-School Children and Youth in Southeast Asia: A Rapid Scoping Study - Afzal, Nimra; Barnes, Katrina; Hayat, Amal; Mazari, Haani; Jayasinghe, Neema; Sentillas, Emil (2024)
This rapid scoping study has been conducted by EdTech Hub and the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat through the ASEAN-UK Supporting the Advancement of Girls Education (ASEAN-UK SAGE) programme. Through the ASEAN-UK SAGE programme, secondary research has been conducted on the current situation of out-of-school children and youth (OOSCY) in Southeast Asia by Dabrowski et al. (2024) and Barnes et al. (2024). Building on these efforts, this study provides an updated and nuanced overview of the reasons for children and youth in the region being out of school and the policies and programmes that support them. The study used new primary data generated by surveys with education actors and interviews with OOSCY, their caregivers, and teachers, combined with a review of existing documentation. It is important to note that this study is deliberately high level, as it seeks to provide a snapshot of the OOSCY situation in the region as a whole. The findings should therefore be considered indicative rather than comprehensive, and deeper, country-specific profiling, analyses and targeted recommendations will be provided through forthcoming country case studies and thematic papers.
KerkoCite.ItemAlsoKnownAs: 2339240:P48KHC6J 2405685:5F5HC2M4

A Review on the Feasibility of AI-Supported Education Platforms in Afghanistan: Addressing Barriers to Women and Girls' Education - Karimy, Aziz Ullah; Rasuli, Juma; Reddy, P Chandrasekhar; Joya, Musa; Hamdard, Ali Juma; Ghulami, Hassan Rahnaward (2024 IEEE Global Humanitarian Technology Conference (GHTC), 2024)
KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC62424.2024.10771581 2339240:74LBYNX7 2405685:IZ57YAR9

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)
KerkoCite.ItemAlsoKnownAs: 10.54676/FILL2531 2339240:DXBAKU7K 2405685:ZBSTNVNC

Using ChatGPT as a lesson planning assistant with preservice secondary mathematics teachers - Gurl, Theresa J.; Markinson, Mara P.; Artzt, Alice F. (Digital Experiences in Mathematics Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s40751-024-00162-9 2339240:CE2H6K4T 2405685:XF4QTDPC

The quality of translated children's literature in the Let’s Read application: Evaluating source text meaning accuracy using Angelelli's scoring rubric - Setiajid, Harris; Krisnarani, Natalia; Nirwinastu, Diksita (ResearchGate, 2024)
PDF | This study evaluates the translation quality of a children's story, "Dive", in the Let’s Read app using Angelelli's scoring rubric. The focus is... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 10.32996/ijllt.2023.6.7.11 2339240:5ND24LNE 2405685:3N28MXZ4

LessonPlanner: Assisting novice teachers to prepare pedagogy-driven lesson plans with Large Language Models - Fan, Haoxiang; Chen, Guanzheng; Wang, Xingbo; Peng, Zhenhui (Proceedings of the 37th Annual ACM Symposium on User Interface Software and Technology, 2024)
Preparing a lesson plan, e.g., a detailed road map with strategies and materials for instructing a 90-minute class, is beneficial yet challenging for novice teachers. Large language models (LLMs) can ease this process by generating adaptive content for lesson plans, which would otherwise require teachers to create from scratch or search existing resources. In this work, we first conduct a formative study with six novice teachers to understand their needs for support of preparing lesson plans with LLMs. Then, we develop LessonPlanner that assists users to interactively construct lesson plans with adaptive LLM-generated content based on Gagne's nine events. Our within-subjects study (N=12) shows that compared to the baseline ChatGPT interface, LessonPlanner can significantly improve the quality of outcome lesson plans and ease users' workload in the preparation process. Our expert interviews (N=6) further demonstrate LessonPlanner's usefulness in suggesting effective teaching strategies and meaningful educational resources. We discuss concerns on and design considerations for supporting teaching activities with LLMs.
arXiv:2408.01102 [cs] KerkoCite.ItemAlsoKnownAs: 10.1145/3654777.3676390 2339240:HBQBW8FG 2405685:VB65TT97
Keywords: Computer Science - Human-Computer Interaction

Fathers’ engagement in a parenting program primarily intended for female caregivers: An early qualitative process evaluation in Western Kenya - Jeong, Joshua; McCann, Juliet K.; Bhojani, Alina; Maguet, Zane; Uyehara, Malia; Ochieng, Michael (PLOS Global Public Health, 2024)
Parenting programs predominantly target one caregiver of the child or most commonly the child’s mother. However, fathers are also important caregivers whose engagement in interventions can benefit child health, nutrition, and development. In August 2023, a qualitative process evaluation was conducted during the first quarter of implementation to assess initial fidelity, quality, and outcomes of a parenting program in rural Western Kenya. In-depth interviews were conducted with female and male caregivers along with in-depth interviews and focus group discussions with program delivery agents. This secondary analysis specifically focused on stakeholders’ perceptions of father involvement in the program and aimed to identify barriers and facilitators to fathers’ participation, initial program impacts when fathers were involved, and recommendations for increasing father inclusion. Thematic content analysis was conducted, and data were triangulated across stakeholder groups. Overall, relatively few fathers participated in the program. Nevertheless, for the rare cases of participating fathers, stakeholders highlighted positive changes in fathers’ caregiving attitudes and practices. Key barriers to fathers’ program engagement included restrictive gender norms and perceived opportunity costs. Stakeholders suggested several strategies for better reaching fathers, including providing financial incentives and flexible scheduling of sessions. Overall, we found that fathers’ participation and program experiences were starkly different from those of mothers. Gender-responsive program adaptations and father-targeted implementation strategies are likely to increase the fathers’ engagement in parenting programs, which in turn may facilitate greater program impacts on family caregiving and child outcomes. Future evaluations of parenting programs should combine qualitative and quantitative approaches to more comprehensively assess program impacts on fathers and over time.
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pgph.0003520 2339240:8R2DVCB5 2405685:2Y29773R

AI‐driven adaptive learning for sustainable educational transformation - Strielkowski, Wadim; Grebennikova, Veronika; Lisovskiy, Alexander; Rakhimova, Guzalbegim; Vasileva, Tatiana (Sustainable Development, 2024)
Abstract This paper scrutinizes how adaptive learning technologies and artificial intelligence (AI) are transforming today's education by making it personalized, accessible, and efficient as well as leading people to accepting, addressing, and mitigating sustainable development. Recently, education witnessed a remarkable technological surge driven by various advances in technology, which can be demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1990 to 636 in 2023. Ongoing digitalization and technological revolution in education together with the novel approach to respect each student's unique learning style and abilities paved the way for adaptive learning technologies represented by the innovative tools that personalize educational experiences to cater to individual learners. All of that contributes to preparing more educated and informed citizens, drives innovation, and supports economic growth necessary for achieving a sustainable future. Our bibliographic study employs VOSviewer to conduct a bibliometric analysis of a total number of 3518 selected publications using the keywords “adaptive learning” and “AI” (represented by articles, proceeding papers, and book chapters) indexed in the Web of Science (WoS) database from 1990 to 2024. Our results demonstrate that recent technological changes played a key role in transforming adaptive learning, which was rather reinforced by the “digital surge” in education brought about by the COVID‐19 pandemic. Our findings can be useful for further development in the field of adaptive education where they can be employed by the relevant stakeholders and policymakers as well as by the scholars and researchers.
KerkoCite.ItemAlsoKnownAs: 10.1002/sd.3221 2339240:ZTJR5YUP 2405685:YPYVX9BP

Decolonising Educational Technology - Koole, Marguerite; Smith, Matt; Traxler, John; Adam, Taskeen; Footring, Shri (Education Sciences, 2024)
Educational technology (EdTech) has become commonplace in modern educational practice [...]
Number: 10 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14101070 2405685:43J4KYUB
Keywords: n/a

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3QBS5M3Y 2405685:W898XFVR

The role of e-learning during martial law: The Ukrainian experience - Kaminskyy, Valery (E-Learning Innovations Journal, 2024)
The research aim is to reveal the role of e-learning during Martial law by the example of Ukrainian experience. It focuses on the following objectives: to outline the advantages and challenges of e-learning; to describe the peculiarities of implementation of e-learning at the different levels of education; to analyse teaching methods used to integrate e-learning; and to develop the recommendations to implement e-learning. The systemic literature review was carried out to provide an objective summary of the current topic. All sources were published between March, 2022 and May, 2024. The literature focused on e-learning in Ukraine or similar conflict-affected areas. All articles were available in English or Ukrainian. To analyse the data, the synthesis method was applied. The findings proved that e-learning became an important tool during emergencies, providing continuity in education. It was explained that e-learning is introduced at primary, secondary, and higher levels of education. It includes synchronous and asynchronous models. Certain teaching methods are used to implement e-learning effectively. They relate to interactive simulations, multimedia content, gamification, discussion forums, and personalized learning. These methods, combined, create a dynamic e-learning environment that enhances students’ educational outcomes, particularly during emergencies. The implementation of e-learning in Ukraine during Martial law requires careful consideration of the recommendations: enhancement of digital infrastructure, adoption of flexible learning, formation of digital literacy, support of mental health, using interactive methods, increase of content quality, regular assessment, encouragement of positive teacher-student interaction, implementation of adaptive learning tools, and protection of students and educators' data. The research outcomes on the role of e-learning during Martial law can be used for the development of strategic plan of implementation of e-learning tools within the learning process in the regions affected by war or other emergencies. Also, the study can contribute to future educational practices, encouraging the development of more innovative learning solutions.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.57125/ELIJ.2024.09.25.04 2339240:W6UQW8S3 2405685:ZN2HPSG7
Keywords: e-learning tools; learning process; level of education; teaching method; virtual environment

Imagine Worldwide Launches Commitment to Action at CGI 2024 - Imagine Worldwide (Imagine Worldwide, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CNJTD9HE 2405685:R7FEXP64

Getting ahead of climate hazards: Education cannot wait and strategic partners accelerate anticipatory action - Education Cannot Wait (2024)
As world leaders gather for the United Nations General Assembly and Summit of the Future, Education Cannot Wait (ECW) announced two ground-breaking anticipatory action pilots in Pakistan and Somalia.
KerkoCite.ItemAlsoKnownAs: 2405685:IH22KLHS

AI products: What AI EdTech products are out there? - AI for Education (AI for Education.org, 2024)
Explore our landscape mapping of AI-powered EdTech solutions in Sub-Saharan Africa, India and Pakistan. This snapshot focuses on these key regions, offering a
KerkoCite.ItemAlsoKnownAs: 2405685:33LQGNFR

Perpetual emergency education: Urban refugee education in Thailand is disrupted during the COVID-19 - Akhtar, Sheraz; Keeney, Patrick (Policy Futures in Education, 2024)
This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs’ emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs’ emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of “perpetual emergency education,” which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.
KerkoCite.ItemAlsoKnownAs: 10.1177/14782103241283143 2339240:7WEUEHNJ 2405685:JCURVHFZ

Can AI transform education? - Kazmi, Asyia (Gates Foundation, 2024)
An expert reveals what learning may look like in the future—and how to ensure that all students benefit equally.
KerkoCite.ItemAlsoKnownAs: 2405685:6VJG4B8Y

Berlin edtech pioneer EIDU open sources code to boost global learning - Lawrence, Cate (Tech.eu, 2024)
EIDU partners with governments in low- and middle-income countries (LMICs) to sustainably and affordably digitise public education systems.
Section: Energy KerkoCite.ItemAlsoKnownAs: 2405685:I4CJMAUQ

Choosing our future: Education for climate action - Sabarwal, Shwetlena; Venegas Marin, Sergio; Spivack, Marla; Ambasz, Diego (The World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1596/42098 2339240:LSKSTZZW 2405685:PHS8IJFG

A justice-oriented conceptual and analytical framework for decolonising and desecularising the field of educational technology - Adam, Taskeen (Education Sciences, 2024)
Education systems globally are increasingly being shaped by the logics, assumptions and pedagogical underpinnings of educational technology (EdTech) products, services, programmes, policies, and systems. These often promote rationalistic, secular, universal, objectivist, (post)modernist, written, behaviourist, and individualistic ways of being, marginalising religious, spiritual, oral, subjective, critical, and communitarian ways of being. Given that technological ways of being have been propagated globally, these logics are no longer predominantly promoted by those in the Global North, but by techno-solutionists globally, although the core-to-periphery flows of ideology and funding are still prominent. This article develops a conceptual and analytical framework for decolonising and desecularising the field of EdTech. Concepts are drawn from various discourses: the desecularisation of knowledge to set the ontological framing; embodied cognition to set the epistemological framing; and social justice and decolonial discourses to set the axiological framing. From this, the article develops the Dimensions of Human Injustice Analytical Framework—covering material, ontological and epistemic, and (geo)political injustices—to assist policymakers, educators, EdTech developers, and international development practitioners in identifying and confronting coloniality in their EdTech. Acknowledging the complexity and contentions within decolonial thought, this article does not claim a unified stance on achieving justice but aims to offer a tool for deconstructing and questioning injustices.

OpenAI says usage has doubled in the last year - Fried, Ina (Axios, 2024)
ChatGPT now has more than 200 million weekly active users.
KerkoCite.ItemAlsoKnownAs: 2405685:I7Q865FU

Who on Earth Is Using Generative AI ? - Liu, Yan; Wang, He (Washington, DC: World Bank, 2024)
The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10870 2405685:I8H6PPHV

The Potential Impact of Artificial Intelligence on Equity and Inclusion in Education - OECD (2024)
Series: OECD Artificial Intelligence Papers Volume: 23 KerkoCite.ItemAlsoKnownAs: 10.1787/15df715b-en 2339240:UJMT6222 2405685:QLNZMBT5

Teachers’ use of data from digital learning platforms for instructional design: A systematic review - Hase, Alina; Kuhl, Poldi (Educational technology research and development, 2024)
Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the use of learning data. Students can use digital learning platforms to work on exercises and receive direct feedback, while teachers gain data on the students’ learning processes. Although both data-based decision-making and the use of digital media in schools are already widely studied, there is little evidence on the combination of the two issues. This systematic review aims to answer to what extent the connection between data-based decision-making and the use of digital learning platforms has already been researched in terms of using digital learning data for further instructional design. The analysis of n = 11 studies revealed that the use of data from digital learning platforms for instructional design has so far been researched exploratively. Nevertheless, we gained initial insights into which digital learning platforms teachers use, which data they can obtain from them, and how they further use these data.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-024-10356-y 2339240:CFUKSAWU 2405685:PH6W4J46
Keywords: Data-based decision-making; Digital Education and Educational Technology; Digital learning platforms; Instructional design; K-12-Teachers; Systematic review

Vietnam - Britannica (Britannica, 2024)
Vietnam, country occupying the eastern portion of mainland Southeast Asia. It has a long coastline, much of which fronts on the South China Sea to the east and south. The country is bordered by the Gulf of Thailand to the southwest, Cambodia and Laos to the west, and China to the north. Its capital is Hanoi.
KerkoCite.ItemAlsoKnownAs: 2339240:R6DNXE6V 2405685:A8B9FEGZ

Educating in the context of ‘Dispersal’: Rural schools and refugee-background students - Brown, Jennifer L. (International Journal of Inclusive Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2022.2041112 2339240:MPLMQ3UJ 2405685:R8CKMV6W

Vietnam - Unemployment rate 2023 - Statista (2024)
In 2023, the unemployment rate in Vietnam increased by 0.1 percentage points (+6.54 percent) since 2022.
KerkoCite.ItemAlsoKnownAs: 2339240:Z8Z9EVDR 2405685:HSGQVAJH

Hunger numbers stubbornly high for three consecutive years as global crises deepen: UN report - World Health Organization (2024)
Around 733 million people faced hunger in 2023, equivalent to one in eleven people globally and one in five in Africa, according to the latest State of Food Security and Nutrition in the World (SOFI) report published today by five United Nations specialized agencies.
KerkoCite.ItemAlsoKnownAs: 2405685:XPPNEB7W

Generative AI Can Harm Learning - Bastani, Hamsa; Bastani, Osbert; Sungu, Alp; Ge, Haosen; Kabakcı, Özge; Mariman, Rei (Social Science Research Network, 2024)
Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills. * HB, OB, and AS contributed equally
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4895486 2339240:KFKIM6JA 2405685:DK3GMRT9
Keywords: Education; Generative AI; Human Capital Development; Human-AI Collaboration; Large Language Models

Teacher agency in the age of generative AI: Towards a framework of hybrid intelligence for learning design - Frøsig, Thomas B.; Romero, Margarida (arXiv, 2024)
Generative AI (genAI) is being used in education for different purposes. From the teachers' perspective, genAI can support activities such as learning design. However, there is a need to study the impact of genAI on the teachers' agency. While GenAI can support certain processes of idea generation and co-creation, GenAI has the potential to negatively affect professional agency due to teachers' limited power to (i) act, (ii) affect matters, and (iii) make decisions or choices, as well as the possibility to (iv) take a stance. Agency is identified in the learning sciences studies as being one of the factors in teachers' ability to trust AI. This paper aims to introduce a dual perspective. First, educational technology, as opposed to other computer-mediated communication (CMC) tools, has two distinctly different user groups and different user needs, in the form of learners and teachers, to cater for. Second, the design of educational technology often prioritises learner agency and engagement, thereby limiting the opportunities for teachers to influence the technology and take action. This study aims to analyse the way GenAI is influencing teachers' agency. After identifying the current limits of GenAI, a solution based on the combination of human intelligence and artificial intelligence through a hybrid intelligence approach is proposed. This combination opens up the discussion of a collaboration between teacher and genAI being able to open up new practices in learning design in which they HI support the extension of the teachers' activity.
arXiv:2407.06655 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2407.06655 2339240:YT72CHXD 2405685:H9XQHRH3
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Proceedings of the Eleventh ACM Conference on Learning @ Scale - Joyner, David; Kim, Min Kyu; Wang, Xu; Xia, Meng (Proceedings of the Eleventh ACM Conference on Learning @ Scale, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:37W5943X

Internet usage in Vietnam - Statista (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:8EK8QNF7 2405685:DRCMBYLD

Sierra Leone: Historic bill to end child marriage passed - sustained efforts to raise community awareness must now follow - Amnesty International (Amnesty International, 2024)
Reacting to the signing into law of the Prohibition of Child Marriage Act 2024 on 2 July by President Julius Maada Bio, Samira Daoud, Amnesty International Regional Director for West and Central Africa, said: “We welcome this historic law banning child marriage in Sierra Leone. This legislation, in criminalizing marriage for anyone under the age […]
KerkoCite.ItemAlsoKnownAs: 2339240:SPWEDJ65 2405685:Z8IWGGN8

Concept Paper on AI prepared for first time in Nepal - Rastriya Samachar Samiti (The Himalayan Times, 2024)
The government has for the first time prepared a Concept Paper on the use and practice of Artificial Intelligence (AI).
Section: Science and Tech KerkoCite.ItemAlsoKnownAs: 2405685:8P5E6Y7X

Unlocking Educational Opportunities : The Role of EdTech in Enhancing Access to Education for Rohingya Refugee Children - Ehlers, Henning (University of Twente, 2024)
The impact of ICT and especially EdTech within the Rohingya refugee camps remains poorly understood. The study investigates whether EdTech can serve as a scalable solution for mass education in the camps, considering current limitations. The ongoing conflict and the resulting humanitarian crisis have forced hundreds of thousands of Rohingya to flee, resulting in extremely limited educational opportunities for the children affected. Limited infrastructure hinders effective deployment of technological devices, exacerbated by unreliable power and internet access. Due to their stateless status, the Rohingya lack legal rights and protections, exposing them to exploitation, including human trafficking, child labor, child marriage and gender-based violence. The research is based on a combination of content analysis, a comparative case study analysis and an expert interview. Particular attention is paid to the factors that influence the successful use of EdTech, including infrastructure, culture and sustainability of initiatives. The work identifies both the opportunities and challenges associated with the implementation of EdTech in refugee camps. This study contributes to the current debate on innovative education strategies in humanitarian crises and offers recommendations to improving access to education for some of the world's most disadvantaged children.
Publisher: University of Twente KerkoCite.ItemAlsoKnownAs: 2339240:LD4WIWAV 2405685:3TAITHI6

Universal Design for Learning and Artificial Intelligence in the digital era: Fostering inclusion and autonomous learning - Saborío-Taylor, Silvia; Rojas-Ramírez, Fabián (International Journal of Professional Development, Learners and Learning, 2024)
In the digital era, the convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing their combined impact on fostering inclusion and autonomous learning through the lens of UDL’s multiple means of representation, engagement, and expression. UDL, committed to inclusivity by providing various ways for students to access, engage with, and demonstrate understanding of content, synergizes with AI’s transformative capabilities. The article presents three practical applications illustrating how the integration of UDL and AI, employing multiple means, enhances autonomous learning, eliminates barriers, and cultivates inclusive educational spaces. This collaboration not only addresses immediate challenges but also serves as a catalyst for systemic change, paving the way for a more just and equitable educational landscape in the digital era. Continuous reflection, ethical considerations, and purposeful integration of UDL principles and AI are essential for refining these approaches and ensuring a responsive educational system that promotes inclusion and autonomy.
Publisher: Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/ijpdll/14694 2339240:4458SAWT 2405685:ZEH5MPYZ

Brazil’s Data Protection Authority opens public consultation on data processing for children and adolescents - Fernandes, Angélica (Mattos Filho, 2024)
The consultation will be open until July 17, 2024, aiming to gather input for future regulatory actions by the authority
KerkoCite.ItemAlsoKnownAs: 2405685:CJRE5RF4

Record levels of displacement amid global conflict and environmental disasters - UN News (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5AXE2WU9 2405685:9YYPRAHC

Record levels of displacement amid global conflict and environmental disasters | UN News - UNESCO (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQN4NE4 2405685:I9QSFWZ8

Kenya: Heavy Rains and Flooding Update #7 (19 June 2024) - OCHA (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LFKG7X8C 2405685:Z6TCBWCR

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:VNVGXZW4 2405685:NZ3N4VF3

African higher education network forms interdisciplinary action group to maximize ethical use of AI - Honoris United Universities (2024)
Honoris United Universities recently concluded its two-day Annual Academic Summit for 2024 in Tunis,
KerkoCite.ItemAlsoKnownAs: 2405685:4LFP8964

Radically transforming education systems: What signals can we pay attention to? - Salzano, Carmela; Perrier, Janne Kjaersgaard (Global Partnership for Education, 2024)
As countries embark on, accelerate or scale up their strategies for education system transformation, certain behaviors and actions may signal a profound shift in countries’ efforts to radically improve learning outcomes for all.
KerkoCite.ItemAlsoKnownAs: 2405685:2NBMAFFC

Unlocking Futures: A global overview of education in emergencies financing - Geneva Global Hub for Education in Emergencies (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:L66336QY

OpenAI x International Rescue Committee: Leveraging AI to Scale Ed-Tech in Crisis Affected Settings | International Rescue Committee (IRC) - International Rescue Committee (2024)
Ahead of the AI for Good Summit, the International Rescue Committee (IRC) is announcing a new humanitarian partnership with OpenAI leveraging cutting-edge AI technology to improve learning outcomes and reduce disruptions in learning for children in crisis-affected communities.
KerkoCite.ItemAlsoKnownAs: 2339240:BBVYRKVP 2405685:QE4SGVDS

Disclosable Version of the ISR - Ghana Accountability for Learning Outcomes Project - P165557 - Sequence No : 08 - Ackwerh, Eunice (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IGWA749T 2405685:V4CT8B9E

Unlocking Literacy: Navigating Parental Engagement with Worldreader’s BookSmart in Kenya - Smith, Wendy; Nicolai, Susan; Kartha, Ashwati; Kimani, Olivia (EdTech Hub, 2024)
Globally, just one-third of 10-year-olds can read and understand basic written stories. Can EdTech and parental engagement change this? Read on to learn more.
KerkoCite.ItemAlsoKnownAs: 2339240:IVVWJ3JN 2405685:9GPPW9T2

Effective and scalable math support: Evidence on the impact of an AI-Tutor on math Achievement in Ghana - Henkel, Owen; Horne-Robinson, Hannah; Kozhakhmetova, Nessie; Lee, Amanda (arXiv, 2024)
This study evaluates the impact of Rori, an AI powered conversational math tutor accessible via WhatsApp, on the math performance of approximately 1,000 students in grades 3-9 across 11 schools in Ghana. Each school was assigned to a treatment group or control group; the students in the control group continued their regular math instruction, while students in the treatment group engaged with Rori, for two 30-minute sessions per week over 8 months in addition to regular math instruction. We find that the math growth scores were substantially higher for the treatment group with an effect size of 0.37, and that the results were statistically significant (p < 0.001). The fact that Rori works with basic mobile devices on low-bandwidth data networks gives the intervention strong potential to support personalized learning on other low-and-middle-income countries (LMICs), where laptop ownership and high-speed internet - prerequisite for many video-centered learning platforms - remain extremely limited. While the results should be interpreted judiciously, as they only report on year 1 of the intervention, and future research is necessary to better understand which conditions are necessary for successful implementation, they do suggest that chat-based tutoring solutions leveraging artificial intelligence could offer a costeffective approach to enhancing learning outcomes for millions of students globally.
arXiv:2402.09809 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2402.09809 2405685:L2LGL5QE
Keywords: Computer Science - Human-Computer Interaction

Kaduna State Government, Google, DSN Launch First Hausa-Language AI Learning Series – Independent Newspaper Nigeria - Adejumoh, Justus (2024)
Independent.ng - Nigeria News - Top Nigerian newspapers - Breaking news - Top news headlines from Nigeria and World.
KerkoCite.ItemAlsoKnownAs: 2339240:6ZI64LEJ 2405685:7QTFBJ7M

Towards cool cities and communities: Preparing for an increasingly hot future by the development of heat-resilient infrastructure and urban heat management plan - Cui, Yi; Yin, Mingqiang; Cheng, Xiang; Tang, Junqing; He, Bao-Jie (Environmental Technology & Innovation, 2024)
Planning for extreme heat challenges is an urgent task for urban planners, designers, and managers because urban heat is a new normal climate-related challenge for many cities. However, how to integrate existing scientific outcomes and achieve the transformation from research to practice is a critical question. This study aims to frame a heat-resilient infrastructure system and an urban heat management plan (UHMP) to better promote heat solution implementation. This study analyses heat-related challenges, with China as a typical nation with highly urbanized and urbanizing cities, to demonstrate the urgency of preparing for an extreme heat era. This study then elucidates the fundamentals and methods for heat-resilient infrastructure and UHMP development, with a structure of prevention, preparation, mitigation, adaptation, and co-benefits approaches. Heat–resilient infrastructure was framed to ensure that society withstands, responds to, and recovers from heat–related impacts through actions of planning, design, construction, and operation, considering structural measures, non–structural measures, and a co-benefits approach. Furthermore, a UHMP framework was developed by determining the key mission, critical components, and associated agencies. Overall, this study provides planners, designers, and managers with theoretical and methodological frameworks to comprehensively understand heat solutions and increase their implementation capacity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eti.2024.103568 2339240:RXVRKFX2 2405685:VB3C5JJS
Keywords: Challenges and opportunities; Heat-resilient infrastructure; Information technology and telecommunication; Preparation; mitigation and adaptation; Structural and non-structural measures; Urban heat management

The impact of the COVID-19 pandemic in the inclusion of refugee students in Greek schools: Pre-service teachers’ views about distance learning - Samsari, Eleni; Palaiologou, Nektaria; Nikolaou, Georgios (Societies, 2024)
Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.
KerkoCite.ItemAlsoKnownAs: 10.3390/soc14050060 2339240:FYZC4CR9 2405685:25BNVPTC

Open Knowledge Repository - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HYSSGDDV 2405685:4JEU3QWZ
Keywords: ⛔ No INSPIRE recid found

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.
KerkoCite.ItemAlsoKnownAs: 2339240:IJRUZTDP 2405685:CPHL6EHT

Introducing Meta Llama 3: The most capable openly available LLM to date - Meta (Meta AI, 2024)
Today, we’re introducing Meta Llama 3, the next generation of our state-of-the-art open source large language model. In the coming months, we expect to share new capabilities, additional model sizes, and more.
KerkoCite.ItemAlsoKnownAs: 2405685:NB5CKG83

Assisting in Writing Wikipedia-like Articles From Scratch with Large Language Models - Shao, Yijia; Jiang, Yucheng; Kanell, Theodore A.; Xu, Peter; Khattab, Omar; Lam, Monica S. (arXiv, 2024)
We study how to apply large language models to write grounded and organized long-form articles from scratch, with comparable breadth and depth to Wikipedia pages. This underexplored problem poses new challenges at the pre-writing stage, including how to research the topic and prepare an outline prior to writing. We propose STORM, a writing system for the Synthesis of Topic Outlines through Retrieval and Multi-perspective Question Asking. STORM models the pre-writing stage by (1) discovering diverse perspectives in researching the given topic, (2) simulating conversations where writers carrying different perspectives pose questions to a topic expert grounded on trusted Internet sources, (3) curating the collected information to create an outline. For evaluation, we curate FreshWiki, a dataset of recent high-quality Wikipedia articles, and formulate outline assessments to evaluate the pre-writing stage. We further gather feedback from experienced Wikipedia editors. Compared to articles generated by an outline-driven retrieval-augmented baseline, more of STORM's articles are deemed to be organized (by a 25% absolute increase) and broad in coverage (by 10%). The expert feedback also helps identify new challenges for generating grounded long articles, such as source bias transfer and over-association of unrelated facts.
arXiv:2402.14207 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2402.14207 2405685:TYQUGGVR
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

Ministry’s Artificial Intelligence Strategy Workshop to Attract 120 Experts from Across the World - Federal Ministry of Communications, Innovation and Digital Economy (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TP2SEDX4 2405685:N8H96K5P

Electrification in post-conflict Timor-Leste: Opportunities for energy services to enhance rural agricultural development - Heynen, Anthony P.; MacGinley, Tamara J.; Aguilar, Luis E. (Energy Research & Social Science, 2024)
Timor-Leste, in Southeast Asia, emerged from decades of conflict in the late 20th century to become an independent nation in 2002. A key focus for the new nation has been to improve energy access via the rapid roll-out of an electricity network. However, Timor-Leste has seen little improvement in its (predominantly subsistence) agricultural sector, and its food security situation remains precarious. This Perspective paper aims to elucidate the influence of Timor-Leste's improvements in electricity access on its national development outcomes and how these may be enhanced, with a particular focus on rural agricultural development. Semi-structured interviews with key institutional stakeholders revealed that the electrification program was implemented through a ‘top-down’ approach, focussed on improving social cohesion rather than engaging rural landholders to modernise agricultural practices. Using the Energy Services Cascade framework, several mechanisms have been recommended to enhance energy services used in irrigation, agricultural mechanisation and post-harvest processing. These include the establishment of village energy committees; providing lending and subsidies for agricultural equipment; and supporting women's involvement in agriculture and energy services. In addition, the wider use of the Multi-Tier Framework should be considered to better understand the community-level energy access situation. More broadly, the findings emphasise that electrification programs in post-conflict reconstruction should have strong community engagement to fulfil the potential of electrification to enhance development outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.erss.2024.103433 2405685:ZH8YYR84
Keywords: Agriculture; Development; Electrification; Energy services; Post-conflict; SDG 7; Timor-Leste

Brief on the Implementation of System-Wide Policies in the Education Sector - Federal Ministry of Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IC5XH9Z3 2405685:ZXPRF8F4