Home > Research > Publications & Outputs > EdTech and Girls Education in Low- and Middle-I...

Research

Associated organisational unit

Links

Text available via DOI:

Keywords

View graph of relations

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Published

Standard

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? / Jordan, Katy; Myers, Christina.
L@S 2022: Proceedings of the 9th ACM Conference on Learning @ Scale. Association for Computing Machinery, Inc, 2022. p. 330-334 (L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Jordan, K & Myers, C 2022, EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? in L@S 2022: Proceedings of the 9th ACM Conference on Learning @ Scale. L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale, Association for Computing Machinery, Inc, pp. 330-334, 9th Annual ACM Conference on Learning at Scale, L@S 2022, New York City, United States, 1/06/22. https://doi.org/10.1145/3491140.3528305

APA

Jordan, K., & Myers, C. (2022). EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? In L@S 2022: Proceedings of the 9th ACM Conference on Learning @ Scale (pp. 330-334). (L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale). Association for Computing Machinery, Inc. https://doi.org/10.1145/3491140.3528305

Vancouver

Jordan K, Myers C. EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? In L@S 2022: Proceedings of the 9th ACM Conference on Learning @ Scale. Association for Computing Machinery, Inc. 2022. p. 330-334. (L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale). doi: 10.1145/3491140.3528305

Author

Jordan, Katy ; Myers, Christina. / EdTech and Girls Education in Low- and Middle-Income Countries : Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?. L@S 2022: Proceedings of the 9th ACM Conference on Learning @ Scale. Association for Computing Machinery, Inc, 2022. pp. 330-334 (L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale).

Bibtex

@inproceedings{1e21cdf293c8472ba2df826c56b74404,
title = "EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls?",
abstract = "Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.",
keywords = "educational technology, equity, gender, girls education, international development, low- and middle-income countries",
author = "Katy Jordan and Christina Myers",
year = "2022",
month = jun,
day = "1",
doi = "10.1145/3491140.3528305",
language = "English",
series = "L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale",
publisher = "Association for Computing Machinery, Inc",
pages = "330--334",
booktitle = "L@S 2022",
note = "9th Annual ACM Conference on Learning at Scale, L@S 2022 ; Conference date: 01-06-2022 Through 03-06-2022",

}

RIS

TY - GEN

T1 - EdTech and Girls Education in Low- and Middle-Income Countries

T2 - 9th Annual ACM Conference on Learning at Scale, L@S 2022

AU - Jordan, Katy

AU - Myers, Christina

PY - 2022/6/1

Y1 - 2022/6/1

N2 - Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.

AB - Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.

KW - educational technology

KW - equity

KW - gender

KW - girls education

KW - international development

KW - low- and middle-income countries

U2 - 10.1145/3491140.3528305

DO - 10.1145/3491140.3528305

M3 - Conference contribution/Paper

AN - SCOPUS:85132181479

T3 - L@S 2022 - Proceedings of the 9th ACM Conference on Learning @ Scale

SP - 330

EP - 334

BT - L@S 2022

PB - Association for Computing Machinery, Inc

Y2 - 1 June 2022 through 3 June 2022

ER -