There’s nothing quite like thinking about grading in the age of AI to make you realise how quickly the ground under our feet is shifting. Right now, teachers are using AI to grade students’ work. At the same time, students are using AI to produce work to be graded. You don’t have to think too long before you see the…
Research Instruments Pack Technology and teacher professional development in Tanzania Discover our research instruments pack containing research tools that have been created by a collaboration between EdTech Hub, Aga Khan University, and Tanzania Institute of Education. These tools were initially designed for a study aimed at examining the impact of a national teacher professional development programme on primary level learning…
Are you a government official, NGO or researcher looking to understand what education data is available locally? Our new guidance note shares practical lessons learnt from mapping the availability of education data in Kenya, Malawi, and Sierra Leone. Last year, we posted about the Unlocking Data initiative and its goal to support access, use, and sharing of education data to…
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions. We’ve just begun this journey, but in trying to embody one of our EdTech Hub values of ‘fearless and humble…
In March 2022, EdTech Hub’s executive director Verna Lalbeharie joined partners from the Aga Khan Foundation’s (AKF) Schools2030 programme for a school visit in Tanzania’s Temeke district. The visit coincided with the Utafiti Elimu Tanzania conference, of which AKF and EdTech Hub were co-sponsors, as well as data-collection for one the studies in the EdTech Hub research portfolio. Toangoma primary…
Building a platform to allow governments to quickly select, approve, and reuse existing Open Educational Resources As the Covid-19 crisis led to school closures in March 2020, governments all over the world scrambled to move to remote teaching. But many countries struggled to find enough content to cover large parts of their curricula. Especially in Eastern and Southern Africa, fragile…
Kenya’s remote learning offerings are an example for the region — but how did they come about and what model does Kenya provide? The recent disruptions in education caused by Covid led many countries to quickly implement remote learning interventions. Kenya’s Educational Media Directorate — part of the Kenya Institute for Curriculum Development (KICD) — provides a model for implementing…
In recent years, interest in the ways that educational technology (EdTech) can personalise learning has increased. Personalised learning approaches build on pedagogical models which enable students to access content and learning experiences that are matched to their level. Recently, research has begun to focus on the way that EdTech tools can support the learner-centred and flexible benefits of personalised learning,…
This guest blog from UNICEF and World Bank expounds more on the recently launched remote learning resource packs and how the tools can be used to deliver quality remote learning. At the height of the COVID-19 pandemic, as 1.6 billion schoolchildren were affected by school closures, countries around the world introduced remote learning as a crisis-response. This led to an…
Imagine you are working in the Ugandan Ministry of Education and you want to understand how barriers to girls’ education at secondary level are changing. You can find a few academic articles that look relevant but sit behind a paywall, and a high-level report from a consulting firm, none of which answer the exact question you want to ask. You…
