TY - BLOG TI - Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity AU - Jordan, Katy T2 - EdTech Hub DA - 2019/12/18/ PY - 2019 LA - en-GB ST - Reviewing the research literature in educational technology for development UR - https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/ Y2 - 2019/11/18/00:00:00 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Messaging Apps, SMS, and Social Media: A Rapid Evidence Review AU - Jordan, Katy AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic. DA - 2020/09/29/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/XHBPFYVC Y2 - 2020/12/02/06:25:57 KW - Covid-19 KW - LMICs KW - SMS KW - Social media KW - TPD KW - WhatsApp KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - educational technology KW - mobile learning KW - refugee education KW - teacher professional development KW - text message KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts AU - Jordan, Katy AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/16/ PY - 2021 LA - en M3 - FP-ETH Rapid evidence review (was: Rapid Evidence Review) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JGTWVQI4 KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? AU - Jordan, Katy AU - Myers, Christina AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/31/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9RGDIIHD KW - _r:AddedByZotZen ER - TY - RPRT TI - Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn AU - Tailor, Kavita AU - Hennessy, Sara AU - Jordan, Katy AB - During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org CN - 0144 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 53 UR - https://docs.edtechhub.org/lib/D7VXZW6I KW - _r:AddedByZotZen ER - TY - RPRT TI - Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 AU - Crompton, Helen AU - Chigona, Agnes AU - Jordan, Katy, Jordan, AU - Myers, Christina AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/09/ PY - 2021 LA - en M3 - Working paper PB - EdTech Hub SN - 31 UR - https://docs.edtechhub.org/lib/D6PWMC4I KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _r:AddedByZotZen ER - TY - RPRT TI - Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries AU - Hennessy, Sara AU - Jordan, Katy AU - Wagner, Daniel A. AU - EdTech Hub Team DA - 2021/// PY - 2021 M3 - Working Paper PB - The EdTech Hub SN - 7 ST - Problem Analysis and Focus of EdTech Hub’s Work UR - https://docs.edtechhub.org/lib/PBXBB7LF KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Congo, Democratic Republic COD KW - _C:El Salvador SLV KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - __C:scheme:1 KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries AU - Jordan, Katy AU - David, Raluca AU - Phillips, Toby AU - Pellini, Arnaldo T2 - Revista de Educación a Distancia (RED) AB - The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. 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 st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis. DA - 2021/// PY - 2021 DO - 10.6018/red.453621 DP - Google Scholar VL - 21 IS - 65 LA - en SN - 1578-7680 UR - https://revistas.um.es/red/article/view/453621 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - países de bajos ingresos ER - TY - CONF TI - The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Zhao, Annette T2 - L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale C1 - Copenhagen Denmark C3 - Proceedings of the Tenth ACM Conference on Learning @ Scale DA - 2023/07/20/ PY - 2023 DO - 10.1145/3573051.3596172 DP - DOI.org (Crossref) SP - 282 EP - 286 LA - en PB - ACM SN - 9798400700255 ST - The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale UR - https://dl.acm.org/doi/10.1145/3573051.3596172 Y2 - 2023/09/24/08:10:53 ER - TY - RPRT TI - Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries AU - David, Raluca AU - Pellini, Arnaldo AU - Jordan, Katy AU - Philips, Toby AB - 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. DA - 2020/04/15/ PY - 2020 DP - Zenodo LA - eng PB - Zenodo ST - Education during the COVID-19 crisis UR - https://www.bsg.ox.ac.uk/sites/default/files/2020-04/Education-during-covid-19-crisis.pdf Y2 - 2020/04/17/19:49:08 KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _zenodoETH KW - covid-19 KW - crisis education KW - distance education KW - education KW - education policy KW - educational technology KW - emergency education KW - pandemic education KW - school closures KW - schools ER - TY - RPRT TI - Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries AU - Hennessy, Sara AU - Jordan, Katy AU - Wagner, Daniel A. AU - EdTech Hub Team DA - 2021/// PY - 2021 M3 - Working Paper PB - The EdTech Hub SN - 7 ST - Problem Analysis and Focus of EdTech Hub’s Work UR - https://docs.edtechhub.org/lib/PBXBB7LF KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Congo, Democratic Republic COD KW - _C:El Salvador SLV KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - __C:scheme:1 KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - A Country-Level Research Review: EdTech in Tanzania AU - Jordan, Katy AU - Proctor, Jamie AU - Koomar, Saalim AU - Bapna, Akanksha AB - This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described. DA - 2021/03/18/ PY - 2021 DP - Zenodo PB - Zenodo ST - A Country-Level Research Review UR - https://zenodo.org/record/4618376 Y2 - 2021/09/30/11:00:15 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - JOUR TI - Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review AU - Crompton, Helen AU - Burke, Diane AU - Jordan, Katy AU - Wilson, Samuel T2 - Journal of Research on Technology in Education AB - Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness. DA - 2021/04/06/ PY - 2021 DO - 10.1080/15391523.2021.1899877 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 1539-1523 ST - Support provided for K-12 teachers teaching remotely with technology during emergencies UR - https://doi.org/10.1080/15391523.2021.1899877 Y2 - 2021/04/08/13:32:10 KW - COVID-19 KW - Teacher education KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:analysis:nopdf KW - _r:CopiedFromEvLib KW - _yl:a KW - disasters KW - emergencies KW - emergency remote education KW - pandemic KW - remote education ER - TY - JOUR TI - Learning with technology during emergencies: A systematic review of K-12 education AU - Crompton, Helen AU - Burke, Diane AU - Jordan, Katy AU - Wilson, Samuel W. G. T2 - British Journal of Educational Technology AB - Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13114 DP - Wiley Online Library LA - en SN - 1467-8535 ST - Learning with technology during emergencies UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114 Y2 - 2021/05/25/19:07:09 KW - COVID-19 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _yl:b KW - _zenodo:submitted KW - disasters KW - emergencies KW - emergency remote education KW - pandemic ER - TY - RPRT TI - Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AB - An output of the EdTech Hub, https://edtechhub.org CN - 0162 DA - 2023/// PY - 2023 LA - en M3 - Working paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/FQV2DUEH KW - _r:AddedByZotZen ER - TY - JOUR TI - Integrating digital personalised learning into pre-primary classroom practice: a teacher-researcher multiple-case study partnership in Kenya AU - Daltry, Rebecca AU - Major, Louis AU - Otieno, Mary AU - Otieno, Kevin AU - Jordan, Katy AU - Moustafa, Nariman DA - Forthcoming PY - Forthcoming KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech and COVID-19 response [Save Our Future] AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam T2 - #SaveOurFuture AB - This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D DA - 2020/10/22/ PY - 2020 M3 - Background paper PB - Education Commission SN - 3 UR - https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - 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. DA - 2020/// PY - 2020 DP - DOI.org (Datacite) LA - en PB - The EdTech Hub UR - https://docs.edtechhub.org/lib/IA9PL99D Y2 - 2020/12/02/06:33:57 KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:other:ok KW - _cover:v2 KW - _yl:j KW - _yl:k KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech and Emergency Remote Learning: A Systematic Review AU - Crompton, Helen AU - Burke, Diane AU - Jordan, Katy AU - Wilson, Sam AU - Nicolai, Susan AU - Myers, Christina AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/09/ PY - 2021 LA - en M3 - Systematic review PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya AU - Myers, Christina AU - Jordan, Katy AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AU - Zhao, Annette AB - This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org CN - 0133 DA - 2022/11/10/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NP52QFM8 KW - _r:AddedByZotZen ER - TY - JOUR TI - Covid-19 school closures in low- and middle-income countries: Emergent perspectives on the role of educational technology AU - Jordan, Katy T2 - Journal of Learning for Development DA - 2020/// PY - 2020 VL - 7 IS - 3 SP - 399 EP - 415 UR - https://jl4d.org/index.php/ejl4d/article/view/433 KW - COVID-19 KW - ___working_potential_duplicate KW - digital divide KW - education in emergencies. education systems KW - educational technology KW - ⛔ No DOI found ER - TY - JOUR TI - How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review AU - Jordan, Katy T2 - Technology, Pedagogy and Education AB - In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field. DA - 2023/// PY - 2023 LA - en ST - How can messaging apps, WhatsApp and SMS be used to support learning? UR - https://www.tandfonline.com/doi/full/10.1080/1475939X.2023.2201590 Y2 - 2023/01/09/11:07:02 ER - TY - RPRT TI - Research publication strategy and proposed publications AU - Haßler, Björn AU - McIntyre, Nora AU - Hollow, David AU - Jordan, Katy AU - Hennessy, Sara AU - Brugha, Meaghan AU - Mitchell, Joel DA - 2019/12/18/ PY - 2019 M3 - Working Paper PB - EdTech Hub SN - 4 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:n KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 LA - en M3 - Working Paper PB - EdTech Hub SN - 5 ST - Technology in education in low-income countries UR - https://doi.org/10.5281/zenodo.3352007 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Systemic Mixed-Methods Research — A conceptual framework for EdTech research along the IDIA scale AU - Haßler, Björn AU - Hennessy, Sara AU - Hollow, David AU - Simpson, Lea AU - Carter, Alice AU - Damani, Kalifa AU - Francis, Gill AU - Jordan, Katy AU - McIntyre, Nora AU - Mitchell, Joel DA - 2019/01/09/ PY - 2019 LA - en M3 - Working Paper PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/RUSE8WYV KW - LP: English KW - R:Mixed methods KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF KW - _yl:f KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah CN - 0015 DA - 2019/12/18/ PY - 2019 M3 - Working Paper PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:g KW - _zenodoETH:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - educational technology, EdTech, low-income countries, literature review ER - TY - RPRT TI - Keyword inventory (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - 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. CN - 0016 DA - 2019/10/31/ PY - 2019 M3 - Working Paper - Research Instrument PB - EdTech Hub SN - 08-1 UR - https://docs.edtechhub.org/lib/LSEETV6K KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:p KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Country list with HDI, iHDI, MPI and Gini (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - 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). CN - 0017 DA - 2019/01/09/ PY - 2019 M3 - Research instrument PB - EdTech Hub SN - 08-2 UR - https://docs.edtechhub.org/lib/3BG5X7VG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:q KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - CONF TI - EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? AU - Jordan, Katy AU - Myers, Christina T3 - L@S '22 AB - Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future. C1 - New York, NY, USA C3 - Proceedings of the Ninth ACM Conference on Learning @ Scale DA - 2022/06/01/ PY - 2022 DO - 10.1145/3491140.3528305 DP - ACM Digital Library SP - 330 EP - 334 PB - Association for Computing Machinery SN - 978-1-4503-9158-0 ST - EdTech and Girls Education in Low- and Middle-Income Countries UR - https://doi.org/10.1145/3491140.3528305 Y2 - 2022/08/02/00:00:00 KW - educational technology KW - equity KW - gender KW - girls education KW - international development KW - low- and middle-income countries ER - TY - JOUR TI - EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? AU - Jordan, Katy AU - Myers, Christina AB - Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future. DA - 2022/06// PY - 2022 DO - 10.17863/CAM.83829 DP - www.repository.cam.ac.uk LA - en ST - EdTech and Girls Education in Low- and Middle-Income Countries UR - https://www.repository.cam.ac.uk/handle/1810/336417 Y2 - 2022/05/30/13:42:25 ER - TY - JOUR TI - The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic AU - Boujikian, Michèle AU - Carter, Alice AU - Jordan, Katy AB - Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation. DA - 2022/12// PY - 2022 DO - 10.33682/rj45-k7z7 DP - archive.nyu.edu LA - en_US SN - 2518-6833 ST - The Sandbox Model UR - http://archive.nyu.edu/handle/2451/63993 Y2 - 2023/01/09/11:10:32 ER - TY - RPRT TI - Methodology for literature reviews undertaken by the EdTech Hub AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Sara Hennessy AU - David Hollow AU - Katy Jordan AU - Kevin Martin AU - Mary Murphy AU - Hannah Walker AB - An output of the EdTEch Hub DA - 2019/01/09/ PY - 2019 LA - eng M3 - Working Paper PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/BMM3Z3CM KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _dont_post_PDF KW - _yl:h KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - "Making visible" inequity: Remote learning with technology during Covid-19 AU - Crompton, Helen AU - Jordan, Katy AU - Wilson, Samuel AU - Nicolai, Susan T2 - NORRAG KW - ⛔ No DOI found ER - TY - BLOG TI - Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries AU - Pellini, Arnaldo AU - David, Raluca AU - Katy, Jordan AU - Phillips, Toby DA - 2020/// PY - 2020 LA - en-GB M3 - UKFIET: The education and development forum ST - Education during the COVID-19 crisis UR - https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/ Y2 - 2020/06/03/15:15:24 KW - ___working_potential_duplicate ER - TY - JOUR TI - Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone AU - Nicolai, Susan AU - Jordan, Katy AU - Adam, Taskeen AU - Kaye, Tom AU - Myers, Christina T2 - International Journal of Educational Development DA - 2023/10// PY - 2023 DO - 10.1016/j.ijedudev.2023.102841 DP - DOI.org (Crossref) VL - 102 SP - 102841 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Toward a holistic approach to EdTech effectiveness UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177 Y2 - 2023/08/16/20:10:18 ER - TY - JOUR TI - EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic AU - Damani, Kalifa AU - Daltry, Rebecca AU - Jordan, Katy AU - Hills, Libby AU - Evans, Laura T2 - Development Policy Review AB - Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling. DA - 2022/// PY - 2022 DO - 10.1111/dpr.12619 DP - Wiley Online Library VL - 40 IS - S2 SP - e12619 LA - en SN - 1467-7679 ST - EdTech for Ugandan girls UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/dpr.12619 Y2 - 2023/01/09/11:08:55 KW - Covid-19 KW - EdTech KW - education KW - gender KW - rural Uganda ER - TY - JOUR TI - Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Mumbi, Albina AU - Khagame, Phoebe AU - Njuguna, Lydia T2 - African Educational Research Journal AB - The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning. DA - 2023/12/19/ PY - 2023 DO - 10.30918/AERJ.114.23.088 DP - DOI.org (Crossref) VL - 11 IS - 4 SP - 665 EP - 679 J2 - Afr Educ Res J SN - 23542160 UR - http://www.netjournals.org/z_AERJ_23_088.html Y2 - 2024/02/29/10:12:18 ER - TY - JOUR TI - Technology in education in low-income countries: Problem analysis and focus of the Hub's work AU - Hennessy, Sara AU - Jordan, Katy AU - Hassler, Bjoern AU - Hollow, David AU - Brugha, Meghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 DO - 10.5281/zenodo.3352007 DP - Zenodo ST - Technology in education in low-income countries UR - https://zenodo.org/record/3352007#.YGsY_RNKg1g Y2 - 2021/04/05/14:07:27 ER -