TY - RPRT TI - EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. AU - Ampofo, Rudolph AU - Kaye, Tom AB - EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org CN - 0107 DA - 2022/08/01/ PY - 2022 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/UWIQTDFF KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech Horizon Scan: Rapid scan of online safety in education AU - Mazari, Haani AU - Kaye, Tom AB - This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org CN - 0136 DA - 2022/// PY - 2022 DP - DOI.org (Crossref) LA - en M3 - Position paper PB - EdTech Hub ST - EdTech Horizon Scan UR - https://docs.edtechhub.org/lib/3QBCENK5 KW - _r:AddedByZotZen ER - TY - RPRT TI - Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? AU - Mazari, Haani AU - Kaye, Tom AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0139 DA - 2022/// PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/PPRW2NTQ KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech Horizon Scan: Blockchain technology in education AU - Beoku-Betts, Iman AU - Kaye, Tom AB - EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org CN - 0101 DA - 2022/07/11/ PY - 2022 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/94H68P58 KW - _r:AddedByZotZen ER - TY - RPRT TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia AU - Kimenyi, Eric AU - Otieno, Jennifer AU - Kaye, Tom CN - 0041 DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 15 UR - https://docs.edtechhub.org/lib/6W2UWE89 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn AB - 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. CN - 0018 DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 18 UR - https://docs.edtechhub.org/lib/HE2Q6Z8Y KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - 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. CN - 0043 DA - 2020/06/17/ PY - 2020 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/LP4PGMNA KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - 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. CN - 0028 DA - 2020/07/30/ PY - 2020 M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K7JDL4IL KW - C:Tanzania KW - H:Online learning KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-learning Environment in Zanzibar: Digital Content Curation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - 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. DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T2W7MU3K KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: A Short Guide AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - 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. CN - 0029 DA - 2020/08// PY - 2020 PB - EdTech Hub UR - https://docs.edtechub.org/lib/85C5HVC7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen AB - This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context. DA - 2020/11/23/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 30 ST - Monitoring Distance Education UR - https://docs.edtechhub.org/lib/XUVA9827 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems AU - Myers, Christina AU - Kaye, Tom AU - Khalayleh, Abdullah AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/23/ PY - 2021 LA - en M3 - Case Study PB - EdTech Hub UR - https://docs.edtechhub.org/lib/3GQXS67C KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Helping improve the Kenya Education Cloud with a SWOT analysis AU - Groeneveld, Caspar AU - Kimenyi, Eric AU - Kaye, Tom T2 - EdTech Hub AB - In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world.  Governments all over the world responded to Covid-19 school closures by… DA - 2021/04/15/T11:50:59+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/04/15/helping-improve-the-kenya-education-cloud-with-a-swot-analysis/ Y2 - 2021/04/21/15:58:06 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Implementing a virtual learning environment in a resource-constrained setting: five key reflections AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom T2 - EdTech Hub AB - Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous… DA - 2020/12/15/T19:32:55+00:00 PY - 2020 LA - en-US ST - Implementing a virtual learning environment in a resource-constrained setting UR - https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/ Y2 - 2021/04/21/17:19:49 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - New Brief: Monitoring Distance Learning During the Covid-19 Pandemic AU - Bashir, Amreen AU - Groeneveld, Caspar AU - Kaye, Tom T2 - EdTech Hub AB - In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed… DA - 2020/11/30/T20:22:51+00:00 PY - 2020 LA - en-US ST - New Brief UR - https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/ Y2 - 2021/04/21/20:27:36 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - SWOT Analysis of the Kenya Education Cloud AU - Groeneveld, Caspar AU - Kimenyi, Eric AU - Kaye, Tom DA - 2021/01/02/ PY - 2021 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/R3E3KVHX KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report AU - Groeneveld, Caspar AU - Michels, Guillaume AU - Kaye, Tom AB - In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org CN - 0079 DA - 2022/01/14/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/5XBMPDX6 KW - _r:AddedByZotZen ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 1: Inception Report AU - Groeneveld, Caspar AU - Michels, Guillaume AU - Kaye, Tom AB - In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org CN - 0075 DA - 2022/01/31/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub SN - 1 ST - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 1 UR - https://docs.edtechhub.org/lib/EW94QPAA KW - _r:AddedByZotZen ER - TY - RPRT TI - Session 3: How can I develop an aligned and actionable EdTech strategy AU - Wyss, Natalie AU - Mbugua, Wanjiku AU - Kaye, Tom AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0137 DA - 2022/11/07/ PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/VVT2BI9M KW - _r:AddedByZotZen ER - TY - RPRT TI - The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya AU - Otieno, Jennifer AU - Kaye, Tom AU - Mbugua, Wanjiku AB - Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org CN - 0159 DA - 2023/// PY - 2023 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 52 UR - https://docs.edtechhub.org/lib/GS45WQWR KW - _r:AddedByZotZen ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom AB - 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. CN - 0042 DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 11 ST - Using EdTech in Settings of Fragility, Conflict and Violence UR - https://docs.edtechhub.org/lib/CMS6HPI8 KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - Building effective COVID-19 education response plans: Insights from Africa and Asia AU - Otieno, Jenn Cotter AU - Kimenyi, Eric AU - Kaye, Tom T2 - EdTech Hub AB - 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… DA - 2020/06/25/T12:04:00+00:00 PY - 2020 LA - en-US ST - Building effective COVID-19 education response plans UR - https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/ Y2 - 2020/11/07/12:52:40 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - A Theory of Change for a Technology-Enhanced Education System in Bangladesh AU - Clark-Wilson, Alison AU - Bashir, Amreen AU - Kaye, Tom AB - The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; education An output of the EdTech Hub, https://edtechhub.org CN - 0044 DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub SN - 30 UR - https://docs.edtechhub.org/lib/2T7DPIBU KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - BLOG TI - Five lessons learnt from Bangladesh's experience responding to COVID-19 AU - Sarwar, , Mohammad Afzal Hossain AU - Hossain, Iqbal AU - Kaye, Tom T2 - EdTech Hub AB - 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… DA - 2020/07/15/T10:29:00+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/ Y2 - 2020/11/07/12:52:08 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - 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. CN - 0014 DA - 2020/05/04/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 ST - Nepal "Ask me anything" Session UR - https://docs.edtechhub.org/lib/UXQG7GRG KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris AB - 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. CN - 0026 DA - 2020/06/17/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/9TKV7H6E KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Country-Level Research Review: EdTech in Pakistan AU - Zubairi, Asma AU - Halim, Waqas AU - Kaye, Tom AU - Wilson, Sam DA - 2021/// PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NZUHTJBG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - A Work Plan for Content Creation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Proctor, Jamie AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/18/ PY - 2021 LA - en M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EH6F8M5P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes AU - Singal, Nidhi AU - Lynch, Paul AU - Kaye, Tom AU - Francis, Gill T2 - EdTech Hub AB - The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of… DA - 2021/04/23/T15:36:47+00:00 PY - 2021 LA - en-US ST - EdTech for learners with disabilities UR - https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/ Y2 - 2021/04/29/18:28:44 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Country-Level Research Review: EdTech in Bangladesh AU - Zubairi, Asma AU - Kreimeia, Adam AU - Kaye, Tom AU - Ashlee, Amy AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/14/ PY - 2021 LA - en M3 - Country summaries and case studies (was: Country scan) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/QUJHNPRD KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan AU - Wilson, Sam AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Kaye, Tom AB - During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org CN - 0071 DA - 2022/// PY - 2022 LA - en M3 - Evidence Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6FN5VTP7 KW - _r:AddedByZotZen ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - 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). CN - 0020 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12B UR - https://docs.edtechhub.org/lib/3HP24UTI KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _yl:g KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Back-to-School Campaigns Following Disruptions to Education AU - Chuang, Rachel AU - Kaye, Tom AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - 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). CN - 0019 DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12A UR - https://docs.edtechhub.org/lib/DS66UGW4 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Dele-Ajayi, Opeyemi AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/31/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - A Monitoring and Evaluation Framework for Blended Learning UR - https://docs.edtechhub.org/lib/XBPZPS3P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom AU - Kimathi, Deborah AU - El-Serafy, Yomna AU - Plaut, Daniel AU - Kaye, Tom T2 - EdTech Hub AB - Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning.  The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning… DA - 2021/07/16/T10:38:50+00:00 PY - 2021 LA - en-US ST - Keeping Kenya Learning UR - https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/ Y2 - 2021/07/26/19:46:10 KW - _EdTechHub_Output ER - TY - RPRT TI - A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh AU - Clark-Wilson, Alison AU - Ahmed, Shakil AU - Kaye, Tom AU - Zubairi, Asma AB - The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org CN - 0088 DA - 2022/03/30/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub SN - 44 UR - https://docs.edtechhub.org/lib/29Z2JFJT KW - _r:AddedByZotZen ER - TY - RPRT TI - Country-Level Research Review: EdTech in Kenya AU - Myers, Christina AU - Kaye, Tom AU - Bapna, Akanksha AU - Williams, Ayesha AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/08/25/ PY - 2021 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SNBW6BK6 KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Learning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods AU - Mazari, Haani AU - Baloch, Imdad AU - Thinley, Sangay AU - Kaye, Tom AU - Perry, Freya AB - This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org CN - 0134 DA - 2022/// PY - 2022 LA - en M3 - Evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IHTU7JRT KW - _r:AddedByZotZen ER - TY - BLOG TI - Nine takeaways from our reviews of COVID-19 education responses AU - Chuang, Rachel AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris AU - Moss Coflan, Caitlin T2 - EdTech Hub AB - Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle… DA - 2020/08/31/T13:24:30+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/ Y2 - 2020/11/07/12:32:19 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Pakistan Digital Learning Landscape Analysis AU - Zubairi, Asma AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Mazari, Haani AU - Kaye, Tom AU - Groeneveld, Caspar AB - The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org CN - 0093 DA - 2022/03/04/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HEXCEXFK 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 - JOUR TI - Educational technology to improve capacity - integrating adaptive programmes in public schools in Kenya AU - Kaye, Tom DA - 2021/// PY - 2021 DO - 10.4324/9780429344855 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 - RPRT TI - Lessons on Scalability Implementing Digital Personalized Learning in Public Schools AU - D'Angelo, Sophia AU - Barón, Juan AU - Mazari, Haani AU - Morales, Daniel AU - Tabares, Santiago Ospina AU - Santos, Paola Polanco AU - Kaye, Tom DA - 2024/// PY - 2024 PB - World Bank ER - TY - RPRT TI - All Programmes Recorded, All Outputs Reported AU - Haßler, Björn AU - Adam, Taskeen AU - Blower, Thomas AU - El-Serafy, Yomna AU - Kaye, Tom AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista CN - 0050 DA - 2021/10/01/ PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/VJYXV8JP KW - AuthorFirst:Haßler KW - _yl:q ER - TY - RPRT TI - Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems AU - Myers, Christina AU - Kaye, Tom AU - Khalayleh, Abdullah DA - 2021/04/23/ PY - 2021 LA - en PB - EdTech Hub ST - Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation ER - TY - JOUR TI - Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Tom T2 - Journal of Learning for Development AB - Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities. DA - 2020/// PY - 2020 VL - 7 IS - 3 SP - 485 EP - 493 UR - https://jl4d.org/index.php/ejl4d/article/view/461 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - BLOG TI - The Importance of Caregiver Engagement in Supporting Learning AU - Kimathi, Deborah AU - El-Serafy, Yomna AU - Plaut, Daniel AU - Kaye, Tom T2 - EdTech Hub AB - Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more. DA - 2021/07/16/T10:38:50+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/ Y2 - 2022/09/09/20:47:59 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 - CHAP TI - Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya AU - Kaye, Tom T2 - Trust, Accountability and Capacity in Education System Reform A2 - Ehren, Melanie A2 - Baxter, Jacqueline C2 - Ehren, Melanie C2 - Baxter, Jacqueline DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 1 SP - 182 EP - 200 LA - en PB - Routledge SN - 978-0-429-34485-5 UR - https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9 Y2 - 2021/04/08/20:31:00 KW - ___working_potential_duplicate ER -