Today is International Day of Education and we are excited to share with you a round-up of the latest in clear evidence, better decisions, and more learning in EdTech. Here's to investing in people, prioritizing education! 

In this issue:

Celebrating EdTech Evidence on International Day of Education

Today we celebrate the International Day of Education. We do so with hope and determination. Hope for what has been accomplished, and determination to see a world that achieves the United Nations’ Sustainable Development Goal #4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. 

For this to happen, hope and determination are critical. Children’s learning futures have been upended by a global public health pandemic, pervasive gender-based inequities, and unprecedented climate emergencies (to name just some of the challenges). Which is why we are all the more committed to sharing the solutions and lessons that get us one step closer to a brighter future.

At EdTech Hub, we celebrate how the education community has responded to challenges and advanced evidence for education technology, including diversity in learning tools, strategic thinking around sustainable learning, adaptive educational systems and more. To help people better navigate the evidence, we created a reading guide series that breaks down EdTech themes by critical topic areas: 

We invite you to engage with the series, explore our Evidence Library database, and embrace an evidence-based future for EdTech decision-making that will bring us closer to the equitable and sustainable education future to which we aspire. 

Considering EdTech and Climate Emergencies 
Pakistan’s 2022 floods submerged one-third of the country in flood water and almost 26,000 schools were destroyed. More than 3.5 million children are now at risk of falling deeper into poverty and further behind in education. While acknowledging that educational technology is not the most pressing issue in the aftermath of crises, its role becomes more critical as floodwaters wane. EdTech has the potential to support the education of children in flood-affected communities if it is used in a feasible and cost-effective way.

EdTech Hub conducted rapid research with flood-affected parents and caregivers to support the Government of Pakistan and development partners collaborating to respond to the crisis. Climate emergencies will continue to impact education. There are lessons to be learned from this disaster, as well  global evidence from education-in-emergencies responses from the Covid-19 pandemic. Explore more resources... 
Critical Questions for EdTech to support education reform in Eastern and Southern Africa

Authors: Wanjiku Mbugua and Robert J. Hawkins

Making evidence-based decisions central to EdTech implementation will contribute to a future in which the promise of integrating technology into education systems can be leveraged to achieve better learning outcomes for all students.  
During the 2022 Strategic Choices for Education Reform (SCER) workshop in Zimbabwe, EdTech Hub raised four critical questions for discussion based on our work supporting governments through our Helpdesk and technical assistance work over the past three years. 

We know you have critical questions, too. We invite you to share your questions and help us find answers to these questions. Read more... 

Engaging parents and caregivers in EdTech is critical to foundational learning in Kenya
Authors: Susan Nicolai, Amina Khan, Joan Mwachi and Jennifer Cotter-Otieno 

Early findings from our research point to a significant untapped resource in the form of parents and caregivers playing an active role to strengthen reading for Kenyan learners. This is very much in line with the findings of Keep Kenya Learning, which during Covid-19-related school closures and after, identified the issues of parent and caregiver confidence, communities of support for parents and caregivers, and digital literacy as critical to engaging parents and caregivers in learning. Read more...
Hybrid Learning in El Salvador: What did we learn from global experiences? 
Authors: Xuzel Villavicencio Peralta and Natalie Wyss
We identified several lessons on hybrid learning from our work with UNICEF in El Salvador.
Among them, although online platforms are helpful for remote learning, they can be challenging for science and maths teachers. They have to adapt content to make it work on the platform used by the El Salvador public school system. For instance, adding formulas with special symbols for maths and chemistry is a particular challenge. Find more lessons...

Using Technology to Improve Education for Marginalised Girls: Lessons in Implementation from the Girls' Education Challenge 
Authors: Katrina Barnes, Aimee Mukankusi, Julia Pacitto and Rozina Zazai 

A small number of studies have considered the impact of EdTech solutions specifically on girls in LMICs. A recent rapid evidence review conducted by EdTech Hub found that access to technology in education has been more empowering for girls than boys, and that girls may even engage more with EdTech when presented with the same opportunities for access as boys. Read more...
Reflections on technology, teaching, learning and professional development: Findings from a teacher survey in Tanzania
Almost half of the teachers perceived that girls’ learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. More can be found here.
EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions.
Design-Based Implementation Research Baseline Data Collection: Technical report
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools.

Telephone Survey: Caregivers’ and Learners’ Perspectives on SMS for Education in Kenya  

This technical report presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022.
Are you operating a hi-tech or low-tech innovation and based in Bangladesh? We are happy to announce a new Spotlight project in collaboration with looking for impactful and scalable education innovations.
Apply by 31 March 2023. 
Research Associate (Digital Personalised Learning and Assessment)
The University of Manchester is looking to recruit a Research Associate. Based at the Manchester Institute of Education (MIE), you will work as part of an international team managed by researchers and collaborators in multiple countries. This will involve working closely with a group within EdTech Hub. 
Apply by Jan 31, 2023
Coming up!
  1. We are presenting several papers and panels at the Comparative and International Education Society- CIES 2023 | 14-22 February 2023 - Register Now and join us. We would like to connect with you.
  2. Special Issue "Decolonising Educational Technology". Watch this space
What we're reading right now
A round-up of what we’re reading around EdTech Hub. Are you reading something you think should be shared with the EdTech community? Tweet us at @GlobalEdTechHub or tag us on LinkedIn
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About EdTech Hub

EdTech Hub is a global non-profit research partnership. Our goal is to empower people by giving them the evidence they need to make decisions about technology in education.

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