9 April 2018
EdTech in Emergencies: What the evidence shows us
On 12 April 2018, the INEE Tech Task Team hosted a webinar to highlight the findings of the recent Save the Children UK report entitled “EdTech for Learning in Emergencies and Displaced Settings: A Rigorous Review and Narrative Synthesis”.
EdTech has the potential to change the way we engage with and support learning. Before it does so, it is crucial that the foundations for learning are in place. We must continue to work so that all children are physically safe, that concerns for their social and emotional wellbeing are supported, and that, ultimately, children have access to quality learning.
Quality education is one of the key focuses of the Sustainable Development Goals (SDGs) and the Education 2030 Agenda. The UN estimates that the average time someone is displaced is now close to 17 years – with many children missing their entire education.
With a growing desire to address this learning crisis, Luke Stannard and Michaelle Tauson at Save the Children UK have reviewed over 130 academic papers in an attempt to evaluate ‘what works’ with EdTech in displacement or ‘emergency’ settings as a potential solution to address the growing demand for learning. Findings suggest that there are clear ways in which learning from researching ‘EdTech’ used and implemented in stable contexts can be transferred to emergency settings.
This webinar aims to outline the findings of Save the Children’s recent report that aimed at building a holistic understanding of how EdTech can impact learning, trying to ascertain what conditions lead to more positive outcomes, taking into account learning theories; impact studies; and feedback from teachers, parents, and students. The report abstained from the traditional systematic reviews, which often focus almost exclusively on the results of randomised control trials and quasi experimental designs in order to decide ‘what works’. In this study researchers investigated ‘the what’ alongside ‘the how’ and ‘the why’ in order to understand how investments in EdTech really matter for efficient and effective learning.
The report established a clear research question and research strategy, and included a search of both academic and grey literature, reviewing a large body of sources and databases, but ultimately researchers decided to collect roughly 500 documents. After a second and third review for relevance and quality, 135 documents were included in the study. A narrative synthesis was then conducted to synthesize and analyse findings.
Read more about this report on the INEE Blog.
Luke Stannard is an education research consultant currently working in the education in emergencies department at Save the Children UK. He holds a masters in Development Studies from the IDS, University of Sussex, and is a qualified teacher and teacher trainer.
Michaelle Tauson holds a PhD in International Development Studies from the University of Sussex and has been working in the fields of international development and humanitarian assistance for 12 years as both a researcher and practitioner. She has worked in the areas of forced migration and migration, international education, education in emergencies, social protection, and human wellbeing. She has lived, worked, and studied in countries located in six regions, including North America, Western Europe, Southeast Asia, South Asia, Sub-Saharan Africa, and Latin America.
Dr. Negin Dahya is an Assistant Professor in the area of Digital Youth at the University of Washington Information School, Seattle, WA. Her research expertise includes digital media and learning, media education, refugee education and technology, as well as feminist, sociotechnical, and postcolonial theory. Dr. Dahya’s work is focused on the social and cultural contexts of how digital media and communication technology are used and produced among girls, women, people of color, immigrants, and refugees. Recent project work explores how technology mediates educational practices and learning outcomes for refugee communities in refugee camps, with a current focus on mobile phones and social media applications. Dr. Dahya also works locally with girls of color in Canada and USA exploring the relationship between technology, pedagogy, and representation in digital media making practices among minoritized young people. Public press such as this “Digital Media and Forced Migration” article provide a good view of her range of expertise.