Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19)

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Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0.

One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where many adults have not had the opportunity to have a formal education themselves. Fortunately, educational television has the potential to facilitate out-of-school learning. This technology has been shown to have real impacts on outcomes, utilises readily available technology and can be implemented at scale.

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The role of interactive radio instruction in the coronavirus (COVID-19) education response

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This post originally appeared here on 23rd April 2020 under Creative Commons Attribution 4.0.

This is part of our coronavirus (COVID-19) and EdTech series.

Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on.

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The privilege of #pivotonline: A South African perspective

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Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383

As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary to tertiary — in what is known on social media as the #pivotonline. As conversations revolve around synchronous and asynchronous teaching methods, video conferencing platform choices, online assessment, and digital pedagogies, the unspoken underlying assumption is that teachers and learners have access to devices and the Internet. Beyond access, there is a further assumption that if internet access and devices are provided to those that need it, then online and remote learning solutions will be effective. 

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Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries

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The COVID-19 pandemic has far-reaching consequences for public health, including socio-economic issues. The pandemic also has consequences for education. However, in this blog post, I argue that these educational consequences will be felt more by (high-income populations in) high-income countries than low-income populations in low- and middle-income countries, such as the rural poor, who already had low learning levels prior to the outbreak.

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The role of the Konnect student portal in Bangladesh’s COVID-19 education response

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Last month, the Bangladeshi government announced their decision to suspend all schools to limit the spread of COVID-19. Since the outbreak, the Ministry of Education has sought to leverage multiple modalities such as television, radio and the internet to offer remote learning to a broad range of students. Over the past week, policymakers have looked to incorporate the virtual Konnect platform into their pandemic response strategy.

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The Role of Interactive Radio Instruction in the COVID-19 Education Response

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At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have adopted this intervention.

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Educational Response to COVID-19 from Jordan and other Arab Countries

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Author: Nour Awamleh, Research and Program Development Coordinator, Queen Rania Foundation

Update: A later version of this article was published on 13 April 2020 and appears on the Queen Rania Foundation website.

The Activating Edtech project in Jordan aims to develop an agile, iterative and evidence-based approach to the decision-making process within the Jordanian Ministry of Education. Activating Edtech aims to understand problems and assumptions in education, then tests out the possible solutions to those problems while trying to activate technology, where possible. The project started in January 2019 and continues to today. After introducing the team, we turn to the education response to COVID -19 across a number of Arab countries.

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Arabic version of Design Thinking for Educators

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Launched in January 2019, Activating EdTech Jordan is a project that aims to introduce agile development practices to educational technology policymaking. This project is led by the Jordanian Ministry of Education in partnership with the Queen Rania Foundation and Open Development & Education with funding from the UK Department for International Development (DFID). This post introduces the Activating EdTech project and our translation of Design Thinking for Educators.

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Activating EdTech Jordan: Sprint 6

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This week sees Sprint 6 for Activating EdTech Jordan. It also marks roughly one year since the start of the programme in January 2019. The programme is run by the Queen Rania Foundation under the EDRIL programme, funded by the UK Department of International Development (DFID).

Some of our outputs are available here: https://zenodo.org/communities/aet