Key Findings

1. EdTech offers displaced children access to education through disruptions to classroom schooling. The tech must be adapted to each refugee setting, consider local attitudes and promote feelings of ownership. 
2. EdTech should support teachers, not replace them. This is true even where teachers aren’t fully qualified. Capacity-building is key and should bring about an approach centred on learners, which might be new to teachers and students. In this case, teachers might need training to be familiar with this approach.
3. Technology supports teachers beyond training and can connect them to local and global communities where they can learn from other teachers of refugees.
4. Specific ways of engaging and teaching with EdTech can support children’s psychosocial wellbeing. Digital games and EdTech encourage creativity, build connections and support networks, for example.
5. There are challenges to delivering EdTech in refugee settings. Cost, logistical feasibility, design and maintenance of tools and their content are some of these challenges. It’s important to think about sustainability to avoid further disruption to education.