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COVID-19 school closures in low-and middle-income countries: Emergent perspectives on the role of educational technology

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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COVID-19 school closures in low-and middle-income countries: Emergent perspectives on the role of educational technology. / Jordan, Katy.
In: Journal of Learning for Development, Vol. 7, No. 3, 19.11.2020, p. 399-415.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jordan, K 2020, 'COVID-19 school closures in low-and middle-income countries: Emergent perspectives on the role of educational technology', Journal of Learning for Development, vol. 7, no. 3, pp. 399-415. https://doi.org/10.56059/jl4d.v7i3.433

APA

Jordan, K. (2020). COVID-19 school closures in low-and middle-income countries: Emergent perspectives on the role of educational technology. Journal of Learning for Development, 7(3), 399-415. https://doi.org/10.56059/jl4d.v7i3.433

Vancouver

Jordan K. COVID-19 school closures in low-and middle-income countries: Emergent perspectives on the role of educational technology. Journal of Learning for Development. 2020 Nov 19;7(3):399-415. doi: 10.56059/jl4d.v7i3.433

Author

Jordan, Katy. / COVID-19 school closures in low-and middle-income countries : Emergent perspectives on the role of educational technology. In: Journal of Learning for Development. 2020 ; Vol. 7, No. 3. pp. 399-415.

Bibtex

@article{74e46ef21ae0436180b7b485e0b9faf5,
title = "COVID-19 school closures in low-and middle-income countries: Emergent perspectives on the role of educational technology",
abstract = "The COVID-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low-and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.",
keywords = "COVID-19, Digital divide, Education in emergencies, Education systems, Educational technology",
author = "Katy Jordan",
year = "2020",
month = nov,
day = "19",
doi = "10.56059/jl4d.v7i3.433",
language = "English",
volume = "7",
pages = "399--415",
journal = "Journal of Learning for Development",
issn = "2311-1550",
publisher = "Commonwealth of Learning",
number = "3",

}

RIS

TY - JOUR

T1 - COVID-19 school closures in low-and middle-income countries

T2 - Emergent perspectives on the role of educational technology

AU - Jordan, Katy

PY - 2020/11/19

Y1 - 2020/11/19

N2 - The COVID-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low-and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.

AB - The COVID-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low-and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.

KW - COVID-19

KW - Digital divide

KW - Education in emergencies

KW - Education systems

KW - Educational technology

U2 - 10.56059/jl4d.v7i3.433

DO - 10.56059/jl4d.v7i3.433

M3 - Journal article

AN - SCOPUS:85102435598

VL - 7

SP - 399

EP - 415

JO - Journal of Learning for Development

JF - Journal of Learning for Development

SN - 2311-1550

IS - 3

ER -