Over the last four years, EdTech Hub has worked closely with education leaders and researchers to empower people in low- and middle-income countries with evidence for effective technology use in education. In this post, we join the conversation about the demand for evidence in EdTech referencing a recent blog written by Rohan Carter-Rau and Brad Olsen at The Brookings Institution.…
New research from EdTech Hub explores the response to climate emergencies following the Pakistan floods – the worst in recent history – and highlights the importance of utilising existing, most accessible technologies to ensure learning continuity. According to the Global Climate Risk Index, Pakistan is the country with the eight highest risk from the effects of climate change in the…
In order to explore how technology can be used to deliver Teaching at the Right Level (TaRL) in low-resource environments, EdTech Hub partnered with Pakistan’s Sustainable Development Policy Institute (SDPI) on a study investigating the impact of learning outcomes through the use of EdTech during Covid-19 (Adil et al. 2021). This study has since been published as an open-access journal…
Kenya, sometimes called the ‘Silicon Savannah’ of Africa, is home to one of the most vibrant EdTech ecosystems in Africa (see Otieno & Taddesse, 2020). Building on government initiatives such as the flagship Digital Literacy Programme (DLP), the country’s Covid-19 education response (Ngware & Ochieng, 2020) included tremendous efforts to provide distance learning solutions. This week, the Kenya EdTech Summit…
For three days, between 11 and 13 May 2022, nearly 1,000 participants from over 70 countries spread across Africa and the world joined eLearning Africa’s 15th international conference on ICT in education, training, and skills development (eLA 2022). The conference attracted participants from Rwanda, Kenya, Uganda, Nigeria, South Africa, Europe, and the United States of America. This is Africa’s largest…
The Prioritizing Learning During Covid-19 report, recently launched by the Global Education Evidence Advisory Panel, reinforces a well-known but often overlooked refrain about EdTech: it is not a silver bullet. Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather…
Dr Noran Fouad is a Research Associate for Digital Pathways at Oxford University and has recently published a journal paper inviting policymakers and researchers to explore the links between EdTech and cybersecurity (Fouad, 2021). We sat down with her to discuss her paper and better understand how evidence related to cybersecurity could be used to improve EdTech programmes and policies.…
This guest post from The Busara Center for Behavioral Economics team members focuses on understanding non-structural barriers to achieving equity in education through EdTech. Classical economists put forward that “more is always better,” suggesting that having more options should always improve your situation (or at least keep it the same) no matter what the additional choice is, or when the information…
UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. This guest post from UNICEF team members focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions. More than 1.8 trillion hours of in-person learning have been lost due to Covid-19 school closures, affecting 1.6 billion students…
Covid-19 has disrupted education for nearly 1.6 billion children around the world due to the closure of educational institutions and the shift to remote learning. In Pakistan alone, where more than 22 million school-age children were already out of school prior to the pandemic, school closures have impacted an additional 41 million students. These repercussions have compounded pre-existing educational challenges…
