Nicolai Susan, Jordan Katy, Adam Taskeen, Kaye Tom, Myers Christina
ODI, 203 Blackfriars Road, London, UK, SE1 8NJ.
EdTech Hub.
Int J Educ Dev. 2023 Jun 27:102841. doi: 10.1016/j.ijedudev.2023.102841.
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.
在新冠疫情导致学校关闭期间，教育技术（EdTech）常被用于继续提供教育服务。在本文中，我们使用一个整体框架来考量教育技术的有效性，并综合了疫情期间在低收入和中等收入国家进行的10项关于教育技术干预的初步研究结果。该框架包括五个主要视角：学习成果、促进公平、实施背景、成本与可承受性，以及一致性与规模。虽然面授教育在很大程度上已恢复，但教育技术在全球教育系统中的进一步整合仍在继续。本分析提供了基于证据的见解，并突出了知识空白，以形成对教育技术主流化以及未来关于有效利用教育技术加强学习的研究的整体分析。
