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Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone

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Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. / Nicolai, Susan; Jordan, Katy; Adam, Taskeen et al.
In: International Journal of Educational Development, Vol. 102, 102841, 31.10.2023.

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

Harvard

Nicolai, S, Jordan, K, Adam, T, Kaye, T & Myers, C 2023, 'Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone', International Journal of Educational Development, vol. 102, 102841. https://doi.org/10.1016/j.ijedudev.2023.102841

APA

Nicolai, S., Jordan, K., Adam, T., Kaye, T., & Myers, C. (2023). Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. International Journal of Educational Development, 102, Article 102841. https://doi.org/10.1016/j.ijedudev.2023.102841

Vancouver

Nicolai S, Jordan K, Adam T, Kaye T, Myers C. Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. International Journal of Educational Development. 2023 Oct 31;102:102841. Epub 2023 Jul 28. doi: 10.1016/j.ijedudev.2023.102841

Author

Nicolai, Susan ; Jordan, Katy ; Adam, Taskeen et al. / Toward a holistic approach to EdTech effectiveness : Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. In: International Journal of Educational Development. 2023 ; Vol. 102.

Bibtex

@article{fcd0fa1490784266a4257332ac9354be,
title = "Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone",
abstract = "During school closures prompted by the Covid-19 pandemic, educational technology (EdTech) was often used to continue educational provision. In this article, we consider EdTech effectiveness using a holistic framework, and synthesise findings from 10 primary research studies of EdTech interventions conducted in low- and middle-income countries during the pandemic. The framework includes five main lenses: learning outcomes, enhancing equity, implementation context, cost and affordability, and alignment and scale. While in-person schooling has largely resumed, there continues to be further integration of EdTech into education systems globally. This analysis provides evidence-based insights and highlights knowledge gaps to shape holistic analysis of both EdTech mainstreaming and future research into the effective use of EdTech to strengthen learning.",
keywords = "Covid-19 pandemic, Development, Educational technology, International education, Research synthesis",
author = "Susan Nicolai and Katy Jordan and Taskeen Adam and Tom Kaye and Christina Myers",
year = "2023",
month = oct,
day = "31",
doi = "10.1016/j.ijedudev.2023.102841",
language = "English",
volume = "102",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Toward a holistic approach to EdTech effectiveness

T2 - Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone

AU - Nicolai, Susan

AU - Jordan, Katy

AU - Adam, Taskeen

AU - Kaye, Tom

AU - Myers, Christina

PY - 2023/10/31

Y1 - 2023/10/31

N2 - During school closures prompted by the Covid-19 pandemic, educational technology (EdTech) was often used to continue educational provision. In this article, we consider EdTech effectiveness using a holistic framework, and synthesise findings from 10 primary research studies of EdTech interventions conducted in low- and middle-income countries during the pandemic. The framework includes five main lenses: learning outcomes, enhancing equity, implementation context, cost and affordability, and alignment and scale. While in-person schooling has largely resumed, there continues to be further integration of EdTech into education systems globally. This analysis provides evidence-based insights and highlights knowledge gaps to shape holistic analysis of both EdTech mainstreaming and future research into the effective use of EdTech to strengthen learning.

AB - During school closures prompted by the Covid-19 pandemic, educational technology (EdTech) was often used to continue educational provision. In this article, we consider EdTech effectiveness using a holistic framework, and synthesise findings from 10 primary research studies of EdTech interventions conducted in low- and middle-income countries during the pandemic. The framework includes five main lenses: learning outcomes, enhancing equity, implementation context, cost and affordability, and alignment and scale. While in-person schooling has largely resumed, there continues to be further integration of EdTech into education systems globally. This analysis provides evidence-based insights and highlights knowledge gaps to shape holistic analysis of both EdTech mainstreaming and future research into the effective use of EdTech to strengthen learning.

KW - Covid-19 pandemic

KW - Development

KW - Educational technology

KW - International education

KW - Research synthesis

U2 - 10.1016/j.ijedudev.2023.102841

DO - 10.1016/j.ijedudev.2023.102841

M3 - Journal article

AN - SCOPUS:85166190270

VL - 102

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

M1 - 102841

ER -