TY - RPRT TI - Technology-Supported Personalised Learning: A Rapid Evidence Review AU - Major, Louis AU - Francis, Gill A. AB - 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. DA - 2020/07/01/ PY - 2020 DP - Zenodo LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 1 ST - Technology-supported personalised learning UR - https://docs.edtechhub.org/lib/A2II5ZV7 Y2 - 2020/07/25/13:06:03 KW - F: Evidence review KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review AU - Lynch, Paul AU - Singhal, Nidhi AU - Francis, Gill A. AB - This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others. DA - 2021/// PY - 2021 DP - DOI.org (Datacite) LA - en M3 - Working Paper PB - EdTech Hub ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs UR - https://docs.edtechhub.org/lib/XJ42VUQG Y2 - 2021/04/30/10:24:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - JOUR TI - The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis AU - Major, Louis AU - Francis, Gill A. AU - Tsapali, Maria T2 - British Journal of Educational Technology AB - Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13116 DP - Wiley Online Library VL - 52 IS - 5 SP - 1935 EP - 1964 J2 - Br. J. Educ. Technol. LA - en SN - 1467-8535 ST - The effectiveness of technology-supported personalised learning in low- and middle-income countries UR - https://onlinelibrary.wiley.com/doi/10.1111/bjet.13116 Y2 - 2021/05/25/19:36:51 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodo:submitted KW - computer-assisted learning KW - learning outcomes KW - low- and middle-income KW - meta-analysis KW - personalisation KW - personalised adaptive learning KW - ⛔ No DOI found ER - TY - RPRT TI - How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill A. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/19/ PY - 2021 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/UXWEBRCC KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER -