Key details
| Location | Worldwide |
| Clients | UK FCDO, World Bank, Bill, and Melinda Gates Foundation and UNICEF |
| Partners | University of Cambridge, Results for Development, The ODI, Brink and Jigsaw |
Background
The EdTech Hub is a consortium-led programme, which aims to increase the use of evidence to inform decision-making regarding the most appropriate and effective uses of technology to improve learning, through cutting-edge research methods and innovation approaches.
- Generating rigorous research evidence on the effectiveness of technology for education, focusing on the most marginalised populations
- Engaging stakeholders in evidence-based decision-making on technology use in education
The programme is structured into three spheres of work:
- Research – Building a broader knowledge base around educational technology (edtech) effectiveness
- Engagement – Working directly with partners and governments to promote effective edtech use in policy and practice
- Innovation – Exploring new and innovative pathways to assist and enhance learning through technology, championing new ideas
The Hub’s work relates to technology and learning worldwide. Nonetheless, the programme also has a list of six low-and middle-income countries as its focus, particularly or its engagement work: Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone, and Tanzania.
Our Approach
Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. The study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). The study addresses three key gaps that currently exist in the literature surrounding TPD in emergency contexts in the following ways:
- Examining learning outcomes. Examining the relationship between TPD and student learning outcomes, using an exploratory mixed-methods design that goes beyond the limited approaches of previous studies.
- Examining conceptualisation of TPD. Investigates the relative importance of education system components and aspects of TPD.
- Examining definitions of ‘emergency’. The study focuses on Sierra Leone, where the population has experienced multiple, overlapping forms of emergency, and fills the gap in the EiE evidence base on improving learning outcomes despite contextual pressures.
Contribution
OpenDevEd is engaged across the Engagement, Innovation, and Research spheres, with the oversight of Dr. Björn Haßler as the Technical director of the Hub. Tasks undertaken by OpenDevEd staff include:
- Rapid review Help Desk assessments for governments and clients in priority countries
- Construction and maintenance of the Hub’s Evidence Library and publishing research with Creative Commons licensing
- Leading agile sandbox innovations with external partners such as Jusoor Syria
- Direct in-country engagement with Ministries of Education in Kenya, Sierra Leone, Tanzania, and Pakistan, integrating edtech into national education programming, promoting the use of open education resources, and partnering with tech providers (e.g. Kolibri)
Personnel provided: Technical Director, Tech Adviser, Researcher, and other short-term research and engagement staff as needed, dependent upon the expertise required by the Hub.
RESOURCES
Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://docs.opendeved.net/lib/D2GQYC5S
Coflan, C. M., & Kaye, T. (2020). Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries (EdTech Hub Helpdesk Response No. 4). EdTech Hub. https://doi.org/10.5281/zenodo.3744581
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156. https://doi.org/10.1111/jcal.12123
Haßler, B., Brugha, M., Muyoya, C., Mitchell, J., Hollow, D., & Jackson, A. (2018). Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis (Principles for Digital Development — Resource Development Program Asset No. 1). Digital Impact Alliance. https://doi.org/10.5281/zenodo.1204703
Allier-Gagneur, Z., McBurnie, C., Haßler, B., & Chuang, R. (2020). Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? (EdTech Hub Helpdesk Response No. 10B). EdTech Hub. https://doi.org/10.5281/zenodo.3873462
Allier-Gagneur, Z., Chuang, R., McBurnie, C., & Haßler, B. (2020). Using blended learning to support marginalised adolescent girls’ education: a review of the evidence (Helpdesk Response No. 25). EdTech Hub. https://doi.org/10.5281/zenodo.3952069
McBurnie, C., Adam, T., Kaye, T., & Haßler, B. (2020). Zero-rating educational content in low- and middle-income countries (EdTech Hub Helpdesk Response No. 8). https://doi.org/10.5281/zenodo.3784940
Haßler, B., Khalayleh, A., & McBurnie, C. (2020). A five-part education response to the COVID-19 pandemic (EdTech Hub Helpdesk Response No. 5). https://doi.org/10.5281/zenodo.3756012
Haßler, B. (2020). Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries. Zenodo. https://doi.org/10.5281/zenodo.3753513
Adam, T., Chuang, R., & Haßler, B. (2021). Structured Pedagogy and EdTech. EdTech Hub. https://doi.org/10.5281/zenodo.4460344
Haßler, B., Adam, T., Allier-Gagneur, Z., Blower, T., Brugha, M., Damani, K., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Megha-Bongnkar, G., Murphy, M., & Walker, H. (2021). Methodology for literature reviews undertaken by the EdTech Hub (Working Paper No. 10). EdTech Hub. https://doi.org/10.5281/zenodo.4557508
Haßler, B., El-Serafy, Y., Khalayleh, A., & McBurnie, C. (2021). Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research (Working Paper No. 9). EdTech Hub. https://doi.org/10.5281/zenodo.4557484
Haßler, B., Bennett, G., & Damani, K. (2021). Teacher professional development in sub-Saharan Africa: Equity and scale. In C. McNaught & S. Gravett (Eds.), Embedding Social Justice in Teacher Education and Development in Africa. Routledge. https://docs.opendeved.net/lib/E2Q73NBN
Hennessy, S., Haßler, B., & Hofmann, R. (2015). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education, 31(4), 399–427. https://doi.org/10.1080/02671522.2015.1073343
Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Murphy, M., & Walker, H. (2019). Literature reviews of educational technology research in low and middle-income countries: an audit of the field (EdTech Hub Working Paper No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.3523942
Haßler, B., Nicolai, S., McBurnie, C., Jordan, K., Wilson, S., & Kreimeia, A. (2020). EdTech and COVID-19 response [Save Our Future] (Background Paper No. 3; #SaveOurFuture). Education Commission. https://doi.org/10.5281/zenodo.3983877
Haßler, B., Bennett, G., & Damani, K. (2020). Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] [Preprint]. https://doi.org/10.5281/zenodo.3924551
Lynch, P., Kaye, T., & Terlektsi, E. (2020). Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16). EdTech Hub. https://doi.org/10.5281/zenodo.3891379
Adam, T., McBurnie, C., & Haßler, B. (2020). Rolling out a national virtual learning environment (EdTech Hub Helpdesk Request No. 22). https://doi.org/10.5281/zenodo.3406132
McBurnie, C. (2020). The use of virtual learning environments and learning management systems during the COVID-19 pandemic (EdTech Hub Helpdesk Request No. 7). https://doi.org/10.5281/zenodo.3805843
McBurnie, C. (2020). Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list (EdTech Hub Helpdesk Response No. 6). https://doi.org/10.5281/zenodo.3762228
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub. https://doi.org/10.5281/zenodo.3971656
Koomar, S., Moss Coflan, C., & Kaye, T. (2020). Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List [EdTech Hub Helpdesk Request]. EdTech Hub.
Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. (EdTech Hub Helpdesk Request No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3631749
Haßler, B. (2020). Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology (EdTech Hub Helpdesk Response No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.3631747
Haßler, B., & Moss, C. (2020). Teacher professional development and coaching in low-income countries: An evidence-informed conversation (EdTech Hub Helpdesk Response No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3631745
Haßler, B., Hennessy, S., Hollow, D., Simpson, L., Carter, A., Kalifa Damani, Gill Francis, Katy Jordan, Nora McIntyre, & Joel Mitchell. (2019). Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale (EdTech Hub Working Paper No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3377828
Groeneveld, C., Kimenyi, E., & Kaye, T. (2021). SWOT Analysis of the Kenya Education Cloud. EdTech Hub. https://docs.edtechhub.org/lib/UMJTLGUE
Haßler, B., McIntyre, N., Hollow, D., Jordan, K., Hennessy, S., Brugha, M., & Mitchell, J. (2019). Research publication strategy and proposed publications (EdTech Hub Working Paper No. 4). EdTech Hub. https://doi.org/10.5281/zenodo.3624977
Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2019). Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). (Research Sphere Outputs) [Working document]. EdTech Hub. https://doi.org/10.5281/zenodo.3352007
Haßler, B., McIntyre, N., Jordan, K., Mitchell, J., Brugha, M., Martin, K., Nourie, K., & Damani, K. (2020). A scoping review of technology in education in LMICs - descriptive statistics and sample search results (EdTech Hub Working Paper No. 6). EdTech Hub. https://doi.org/10.5281/zenodo.3631588
Hennessy, S., Jordan, K., Haßler, B., Hollow, D., Brugha, M., Eberhardt, M. J., & Sabates, R. (2020). Technology in education in low-income countries: Problem analysis and focus of the Hub’s work (EdTech Hub Working Paper No. 5). EdTech Hub. https://doi.org/10.5281/zenodo.3352007
Kaye, T., Groeneveld, C., Moss, C., & Haßler, B. (2020). Nepal “Ask me anything” Session: Responses to audience questions (EdTech Hub Helpdesk Response No. 13). EdTech Hub. https://doi.org/10.5281/zenodo.3804380
Haßler, B., Taskeen Adam, Meaghan Brugha, Kalifa Damani, Zoe Allier-Gagneur, Sara Hennessy, David Hollow, Katy Jordan, Kevin Martin, Mary Murphy, & Hannah Walker. (2019). Methodology for literature reviews undertaken by the EdTech Hub (EdTech Hub Working Paper No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3352100
Haßler, B., Adam, T., Allier-Gagneur, Z., Khalayleh, A., McBurnie, C., & McIntyre, N. (2020). Keyword inventory with country statistics (EdTech Hub Research Instruments No. 3; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3908363
Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Sara Hennessy, David Hollow, Katy Jordan, Kevin Martin, Mary Murphy, & Hannah Walker. (2019). Keyword inventory (EdTech Hub Research Instruments No. 1; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3523935
Koomar, S., Allier-Gagneur, Z., & McBurnie, C. (2020). Effective teacher education in low-connectivity settings: a curated resource list (EdTech Hub Helpdesk Response No. 21). https://doi.org/10.5281/zenodo.3407498
Khalayleh, A., & Taddese, A. (2020). EdTech in Jordan: A Rapid Scan [EdTech Hub Country Scan]. EdTech Hub. https://doi.org/10.5281/zenodo.3911128
Haßler, B., Nicolai, S., McBurnie, C., Jordan, K., Wilson, S., & Kreimeia, A. (2020). EdTech and COVID-19 response [EdTech Hub Report]. EdTech Hub. https://doi.org/10.5281/zenodo.4118177
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment [Technical Guidance]. EdTech Hub. https://doi.org/10.5281/zenodo.3941727
Groeneveld, C., Kibga, E., & Kaye, T. (2020). Deploying an e-learning Environment in Zanzibar: Digital Content Curation. EdTech Hub. https://docs.edtechhub.org/lib/T2W7MU3K
Haßler, B., Adam, T., Brugha, M., Damani, K., Allier-Gagneur, Z., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Murphy, M., & Walker, H. (2019). Country list with HDI, iHDI, MPI and Gini (version 1) (EdTech Hub Research Instruments No. 1; EdTech Hub Research Instruments). EdTech Hub. https://doi.org/10.5281/zenodo.3346903
Kaye, T., Chuang, R., Moss Coflan, C., & Haßler, B. (2020). Bangladesh Back-to-School Campaign (EdTech Hub Helpdesk Response No. 18). https://doi.org/10.5281/zenodo.3865298
Haßler, B., McBurnie, C., & Allier-Gagneur, Z. (2020). Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) (EdTech Hub Helpdesk Response No. 10A). https://doi.org/10.5281/zenodo.3873458
Kimenyi, E., Otieno, J., & Kaye, T. (2020). Building effective COVID-19 Education Response Plans: Insights from Africa and Asia (EdTech Hub Helpdesk Response No. 15). https://doi.org/10.5281/zenodo.3884302
Adam, T., Agyapong, S., Asare, S., Heady, L., Wacharia, W., Mjomba, R., Mugo, J., Mukiria, F., & Munday, G. (2020). Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis. ESSA, Zizi Afrique, EdTech Hub. https://doi.org/10.5281/zenodo.4279156
Chuang, R., & Khalayleh, A. (2021). Low-Tech Devices and Connectivity for Learning in Lebanon (EdTech Hub Helpdesk Response No. 29). EdTech Hub. https://doi.org/10.5281/zenodo.4140412
McBurnie, C. (2020). Expert Consultation: Radio-based Education in the Philippines (No. 26; EdTech Hub Helpdesk Response). EdTech Hub. https://doi.org/10.5281/zenodo.3469739
Nicolai, S., & Haßler, B. (2020, October 29). EdTech’s three promising approaches to #SaveOurFuture. EdTech Hub. https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/
Castillo, N., Adam, T., & Haßler, B. (2021). EdTech for accelerating learning outcomes: Implications for low-income contexts [working title]. https://docs.edtechhub.org/lib/QVX4XRJF
See more publications in our Evidence Library .
