TY - RPRT TI - Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana AU - Radford, Kate AU - Ampofo, Rudolph AB - An output of the EdTech Hub, https://edtechhub.org CN - 0155 DA - 2022/10/14/ PY - 2022 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/VIURCMFU KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data AU - Ampofo, Rudolph AU - Korboe, David AU - Radford, Kate AU - Mazari, Haani AB - An output of the EdTech Hub, https://edtechhub.org CN - 0099 DA - 2022/06/26/ PY - 2022 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/3VQU7QGJ KW - _r:AddedByZotZen ER - TY - RPRT TI - Learning continuity in response to climate emergencies: Pakistan's 2022 floods AU - Mazari, Haani AU - Baloch, Imdad AU - Thinley, Sangay AU - Radford, Kate AU - Kaye, Tom AU - Perry, Freya AB - Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org CN - 0135 DA - 2023/// PY - 2023 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/42XI4RCK KW - _r:AddedByZotZen ER - TY - RPRT TI - Learning continuity in response to Pakistan’s 2022 floods: Policy brief AU - Mazari, Haani AU - Baloch, Imdad AU - Thinley, Sangay AU - Radford, Kate AU - Perry, Freya AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org CN - 0160 DA - Forthcoming PY - Forthcoming LA - en M3 - EdTech Hub Policy briefing PB - EdTech Hub UR - https://docs.edtechhub.org/lib/333BJPIR KW - _r:AddedByZotZen ER - TY - RPRT TI - A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh AU - Clark-Wilson, Alison AU - Bashir, Amreen AU - Ahmed, Shakil AU - Mazari, Haani AU - Kaye, Tom AU - Radford, Kate AU - Otieno, Jennifer AB - The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org CN - 0126 DA - 2022/10/07/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub SN - 45 UR - https://docs.edtechhub.org/lib/GQSKFD62 KW - _r:AddedByZotZen ER - TY - JOUR TI - A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon AU - Turner, Jasmine S. AU - Taha, Karine AU - Ibrahim, Nisreen AU - Neijenhuijs, Koen I. AU - Hallak, Eyad AU - Radford, Kate AU - Stubbé-Alberts, Hester AU - de Hoop, Thomas AU - Jordans, Mark J. D. AU - Brown, Felicity L. T2 - Journal on Education in Emergencies AB - Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness. DA - 2022/// PY - 2022 DO - 10.33682/8v7u-q7y3 DP - DOI.org (Crossref) VL - 8 IS - 1 SP - 76 LA - en SN - 2518-6833 ST - A Proof-of-Concept Study of Can't Wait to Learn UR - https://archive.nyu.edu/handle/2451/63607 Y2 - 2022/07/07/19:46:17 ER -