- What do we know about remote learning using radio?
- What do we know about remote learning using television?
- What do we know about remote learning using mobile phones?
- What do we know about remote learning using tablets?
- How can I determine what devices to use in my context?
- What is the procurement process for EdTech?
Resource pack: Radio (UNICEF, World Bank, Cambridge Education)
This pack is designed to support decision-makers with remote learning using radio. It outlines the benefits and limitations of using radio for remote learning. The pack also describes how to develop an educational radio program (across considerations of access and equity, quality and support, assessment and evaluation) and to integrate it with other remote learning approaches.
Resource pack: Education radio (World Bank)
This knowledge pack answers questions of who? why? what? how? pertaining to the use of educational radio in remote learning. It focuses on implementation in low-resource settings.
Rapid evidence review: Radio (EdTech Hub)
This brief provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). It summarizes findings on pedagogies and content of educational radio programmes; equity and access; and data and consent.
This how-to guide, jointly developed by Rising Academies and EdTech Hub, provides guidance on how to conduct distance learning using educational radio and complementary SMS. It contains various “partner stories,” to showcase the work of other organizations in implementing radio programming.
This report seeks to debunk several myths about interactive audio instruction or IAI. For example, it highlights how IAI is found to produce positive learning outcomes in urban and rural settings alike, and emphasizes the use of IAI as a tool for both teachers and students.
This set of slides highlights educational radio programming with a particular focus on the areas of quality assurance and content design.
Tip: Check out Slide 10 to uncover six factors to consider when designing radio programmes.
This toolkit on interactive radio instruction (IRI) covers an introduction to the learning system and its feasibility (e.g., audience, content, costs), and guidance on how to design an IRI project.
Resource pack: Educational television (UNICEF, World Bank, Cambridge Education)
This pack is designed to support decision-makers with remote learning using television. In addition to outlining limitations and benefits, it describes ways in which television can be used to facilitate learning and the cost considerations of scaling such initiatives.
Resource pack: Television education (World Bank)
This knowledge pack answers questions of who? why? what? how? pertaining to the use of educational television in remote learning. It focuses on implementation in low-resource settings.
Rapid evidence review: Educational television (EdTech Hub)
This brief gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). The report highlights how educational television can be used to achieve academic and socio-emotional outcomes by using cost-effective approaches.
Resource pack: Mobile phones (UNICEF, World Bank, Cambridge Education)
This pack is focused on creating and strengthening effective remote learning programmes using mobile technology. It outlines the scope of using mobile technology for learning, as well as factors to consider while creating remote learning programmes (e.g., learner contexts, available resources for mobile learning).
Resource pack: Mobile Distance & Hybrid Education Solutions (World Bank)
This knowledge pack examines the use of mobiles for education. It unpacks enabling conditions for success, implementation considerations, case studies and existing mobile software.
Rapid evidence review: Messaging apps, SMS & social media (EdTech Hub)
This brief 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). The findings are structured around three themes: (1) supporting student learning, (2) teacher professional development and (3) supporting refugees’ education.
This blog highlights key lessons for designing and implementing tablet-based learning programs that empower learners. The five lessons include: (1) pick the right software, (2) implementation will trump strategy, (3) engage in the community, (4) everything will take longer than expected – especially procurement, and (5) learn and improve.
Toolkit: Child-directed tablet-based learning
This set of toolkits aims to support decision-makers, including NGOs and Ministries of Education, to design, prepare and implement their own tablet-based learning programs. The materials draw upon findings from initiatives in Bangladesh, Malawi and the United Kingdom.
onebillion provides low-cost tablets (onetab) and software (onecourse) for literacy and numeracy instruction. This blog highlights takeaways from onebillion’s partnership with EdTech Hub to scale up onetab in Malawi.
This paper proposes a five-part approach to guide education leaders through the implementation of remote / digital learning, using lessons learned from the Covid-19 pandemic. In particular, it emphasizes how decision-makers should use existing education data to identify the learning modalities that will reach the most children.
Tip: Pages 8 – 14 contain tools, including a list of questions for data gathering and radar charts, that can be used to collect and visualize education data.
This web page summarizes evidence-backed advice about using EdTech in an equitable manner. EdTech programmes can be more successful if they consider and leverage what digital infrastructure already exists.
This report identifies areas of opportunity for engaging with learning technologies and adding value. It covers (1) types of technology solutions and learning modalities, (2) guidance for planning and managing EdTech initiatives and (3) best practices, recommendations and next steps.
Tip: Chapter 2 contains a comprehensive overview of the types of technology solutions and learning modalities.
Resource pack: Remote Learning Introduction (UNICEF, World Bank, Cambridge Education)
This pack considers the key elements of a ‘pedagogy-first’ approach to remote learning, starting with the learner and learning, then considering technology options and a program’s broader approach to supporting learning.
Resource pack: Digital (UNICEF, World Bank, Cambridge Education)
This pack aims to support the design of new digital learning initiatives or to strengthen existing initiatives. It answers questions such as: Why use digital technology for remote learning? What information should I gather about learners and their context? How can I ensure access and equity in my programming?
Tip: See Page 8 for more information on digital learning modalities across low-tech and high-tech options.
Resource pack: Remote Learning Response to COVID-19 (World Bank)
This knowledge pack gives an overview of (1) how policymakers can respond to school closures, (2) how to leverage technologies to promote learning and (3) cost considerations. It includes an EdTech decision tree that Ministries of Education can refer to and delves into various learning modalities (radio, television, printed materials and online learning).
This digital learning playbook, developed by Digital Promise, covers the typical procurement process for devices. It describes specific processes for managing, storing and distributing the devices.
This guide supports school districts and administrators in carrying out the procurement process via three steps – choosing the products needed, vetting and purchasing products, and buying and implementing tools.