Table 2.
Types of EdTech used, for what purpose and with which user groups, by studies within the Covid-19 research projects portfolio.
| Study | EdTech used | Purpose and learning outcomes | Location | Participants and sample size |
|---|---|---|---|---|
| Adil et al. (2021) | Online learning using Teaching at the Right Level (TaRL), computers | Promotion of maths, Urdu, and English; professional development in tech- assisted instruction | Pakistan: Bahawalnagar district in the province of Punjab | 258 students in Grade 8 and 15 teachers from 12 schools in a remote area |
| Afoakwah et al. (2021) | Interactive Voice Response (IVR) audio lessons | Promotion of foundational numeracy & literacy skills; professional development on instruction | Ghana: network of low-cost private primary schools | 1,359 students in Grades 4, 5, 6 and 333 teachers from 30 schools |
| Amenya et al. (2021) | Radio and reading camps | Promotion of reading and maths | Kenya: ASAL (Arid and Semi-Arid Lands) areas (Kilifi, Turkana, Samburu, and Tana River) | 1,230 girl students in Grades 6 and 7 |
| Ananga et al. (2021) | Online learning | Assessment of teaching and learning improvement | Ghana: colleges of education | 356 pre-service student teachers from marginalised backgrounds from 30 public colleges of education |
| Aurino et al. (2022) | Text message “nudges” | Behaviour change in children’s learning to promote gender parity | Ghana: rural regions in Northern Ghana | Parents and carers from 2,628 households with school-aged children with low levels of literacy/education, girl students |
| Fab Inc. (2021) | Data systems | Development of data architecture and dashboard tool | Sierra Leone: national data | Secondary analysis of Annual School Census data and Multiple Indicator Cluster Surveys |
| Hodor et al. (2021) | Television and radio lessons | Assessment of effective continuous learning in English, mathematics, science, and social studies | Ghana: urban and rural districts across three regions, the northern zone (Northern Region), middle zone (Ashanti Region) and southern zone (Greater Accra Region) | 285 participants across a range of stakeholders, including in-school and out-of-school learners; learners with disabilities, parents, teachers, headteachers and radio stations |
| Islam et al. (2021) | Television, radio, smartphone, computer | Assessment of device access and usage | Bangladesh: Korail urban slum in Dhaka | 476 households with students in Grades 6 to 10, low-income backgrounds |
| Islam et al. (2022) | IVR audio lessons | Promotion of English and Bangla language literacy, numeracy, non-cognitive skills | Bangladesh: Khulna and Satkhira districts | 1,763 children from 90 villages: students aged 5 to 10; low-income backgrounds; parents and caregivers |
| Tembey et al. (2021) | Television, radio, video (e.g. YouTube) | Assessment of girls’ barriers, participatory product development | Kenya: Nairobi and rural counties | 494 caregivers of girl students aged 7–14, low-income backgrounds |