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Home ยป EdTech Hub Helpdesk Information Leaflet

EdTech Hub Helpdesk Information Leaflet


EdTech Hub – Helpdesk Information Leaflet

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  • A literature overview of accountability and EdTech: Recommendations for using technology to improve accountability in educational systems from Ghana and other LMICs
  • A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training
  • About EdTech Hub
  • An international review of plans for school reopening
  • Annual Report
  • Back-to-School Campaigns Following Disruptions to Education
  • Big Challenges
  • Blog
  • Building EdTech Evidence and Research – ‘BETER’
  • Can nudge messaging positively influence school attendance?
  • Can Nudge Messaging Positively Influence School Attendance?
  • Community Help for Inclusive Learning and Development (CHILD)
  • Connect with EdTech Hub
    • Contact Us
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  • Covid-19 and EdTech in Africa: A Country-Level Review Based on eLearning Africa Data
  • Covid-19 Resources
    • Commissioned Research on Covid-19
    • COVID-19 EdTech Research Mapping
    • COVID-19 Survey Mapping
    • EdTech and Covid-19: 10 things to know
  • Covid-19, EdTech, and Survey Alignment in Education
  • Devices
  • EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review
  • EdTech Hub Blog
  • EdTech Hub Engagement Dashboard
  • EdTech Hub Helpdesk
    • Examples of EdTech Hub Helpdesk Responses
    • How can countries use EdTech to mitigate learning loss as schools reopen?
    • How do we reach marginalised learners using EdTech during Covid-19?
    • How do we roll out a national distance learning platform?
    • How do we support the use of EdTech for girls and address the digital gender divide?
    • Submitting a Helpdesk request
    • Submitting a Helpdesk Request with EdTech Hub
    • What are some good practices to support teachers to carry out remote learning?
    • What do we know about the use of low-tech options for education (radio, TV, mobile devices)?
    • What we do after you submit a Helpdesk request
  • EdTech Hub Helpdesk Information Leaflet
  • EdTech Hub Website Translations
  • EdTech Hub’s AI Observatory
    • Teacher in the Loop
  • EdTech in settings of fragility, conflict and violence
  • EdTech Interventions for Deaf Learners Sandbox: End of Sprint 1
  • EdTech Tools
    • Curated Tools for Teacher Continuous Professional Development
      • Further Information on Teacher Professional Development
      • Tools to develop teaching knowledge and skills
      • TPD Tools for communication and collaboration
      • TPD Tools for lesson planning
    • EdData Tools
    • EdTech Hub Evidence-Led Entrepreneurship Course FAQs
    • EdTech Hub’s Evidence-Led Entrepreneurship Course
  • Education for the most marginalised postโ€‘COVID-19: Guidance for governments on the use of digital technologies in education
  • Engagement
  • Events
    • Collaborate & Innovateโ€‹: Connecting Entrepreneurs and Researchers in EdTech
    • eLearning Africa 2023
    • Free EdTech Writing Workshops for Emerging African Researchers
      • Workshop 1 – Decoloniality in EdTech: Unpacking Conceptual Frameworksโ€‹
      • Workshop 2 – Decoloniality in EdTech: Decolonising Research Methods
      • Workshop 3 – Decolonising EdTech: Positionality in Educational Technology Research
      • Workshop 4 – Decolonising EdTech Research: The Use of Existing Evidence and Data from Africa
    • Implementing EdTech: A Festival of Voices
    • International Women’s Day and Women’s History Month
    • Learning to access, access to learning
    • Reimagine Education: Technologyโ€™s Role in Addressing Education Challenges
    • Socio-Emotional Learning and EdTech in a Post-Pandemic World
    • Technology for Teacher Professional Development in LMICs: Reflecting on evidence
    • Using โ€˜building blocksโ€™ to develop digital education platforms cheaper and faster
    • Utafiti Elimu Tanzania 2023
    • Utafiti Elimu Tanzania 2024
    • Utafiti Elimu Tanzania 2025
  • Evidence
    • Developing a National EdTech Strategy
    • EdTech Hub Learning Brief Series
      • How Can Decision-Makers Assess EdTech Interventions for Cost-Effectiveness to Enable Better Investments?
      • How Can EMIS be Designed and Implemented in Ways That Make Them Useful?
      • How Can Implementers Apply Digital Personalised Learning in Schools?
      • How Can Participatory Methods Centre Teachers Within Education Policy?
      • What is โ€˜Nudgingโ€™ in Education and How Does it Contribute to Behaviour Change?
    • EdTech Hub Research Portfolio
      • 3Mpower-Mobile Learning for Empowerments of Marginalised Mathematics Educators
      • Designing for Scale: Understanding design principles and learning process for a technology-supported personalised learning platform in Kenya
      • How do EdTech solutions spread? Understanding system level factors impacting the implementation and scale of EdTech innovations in Bangladesh
      • Improving Literacy, Social-Emotional Learning and Gender Attitudes for Early Child Learning through Edutainment
      • Low-Tech Personalised Learning to Improve Girlsโ€™ Education in Kenya
      • Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learnersย 
      • Raising Readers: Kenya schoolsโ€™ use of technology to improve parent and carer engagement and literacy learning
      • Technology to Empower Actors Across the Learning Ecosystem
      • Testing Optimisations to Phone-Based Education Delivery in Kenya and Sierra Leone
      • The Impact of a Tech-Supported, School-Basedย Teacher Continuous Professional Developmentย Model on Learning Outcomes in Tanzania
        • Research Instruments Pack: Technology and teacher professional development in Tanzania
      • The Impact of GIS-Supported Teacher Allocation in Sierra Leone
      • Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girlsโ€™ Education Challenge
    • Education in Climate Emergencies
      • Supporting Learning Continuity Following the 2022 Pakistan Floods
    • Evidence in EdTech for Refugee Education
    • How EdTech Can Be Used to Help Address the Global Learning Crisis
    • Insights from EdTech Hub’s Evidence-Led EdTech Entrepreneurship Course
    • Shaping our research agenda with strategic foresight: 10 scenarios for education in 2035
  • Girls’ reading camps show potential for positive impact on learning in Kenya
  • Helpdesk Request Form
  • Home
  • How-to Guide: Delivering High-Quality Radio Learning
  • Implementing a digital personalised learning platform in Kenya: EdTech Hubโ€™s collaborative approach to design-based research helps to enhance the implementation model
  • Innovation
    • Call for Ideas in response to Coronavirus
      • African Innovations
      • Learners with Disabilities
      • Learning Offline
    • Campaigning for Caregiver Engagement in Education in Kenya ??
    • COVID-19: Insights from our global call for ideas
    • EdTech Interventions for Deaf Learners in Pakistan ??
    • Radio Literacy Models in Uganda ??
    • WhatsApp Messaging for Refugee Children in Lebanon ??
  • Join us!
  • Leh Wi Lan (LWL)
  • Lessons learned from education in conflict that could be relevant to COVID-19
  • Low tech for quality learning โ€” changing how remote learning works
  • Monitoring Distance Education: A brief to support decision-making in Bangladesh and other Low- and Lower-Middle Income Countries
  • Newsletters
  • Our Partners
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  • Our Topic Areas for Evidence
    • Data for Decisions
    • Digital Personalised Learning
    • EdTech for Climate Resilience
    • EdTech for Education in Emergencies
    • EdTech for Learners with Special Educational Needs and Disabilities (SEND)
    • EdTech for Special Educational Needs and Disabilities
    • Evaluating Cost-Effectiveness in EdTech
    • Girlsโ€™ Education & Technology
    • Participation & Messaging
    • Teacher Continuous Professional Development
  • Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure?
  • Overview of emerging country-level response to providing educational continuity under COVID-19: best practice in pedagogy for remote teaching
  • Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching
  • People & Partners
  • Playbook
    • The Covid-19 response plan
    • Finding the right intervention
      • Using television to support remote learning
      • Using digital to support remote learning
  • Privacy Policy
  • Rapid Evidence Review: Technology-supported personalised learning
  • Rapid Evidence Review: Education in Emergencies
  • Rapid Evidence Review: Girls’ Education and EdTech
  • Rapid Evidence Review: Messaging Apps, SMS, and Social Media
  • Rapid Evidence Review: Radio
  • Rapid Evidence Review: Refugee Education
  • Rapidโ€Œ โ€ŒEvidenceโ€Œ โ€ŒReview:โ€Œ โ€ŒAcceleratedโ€Œ โ€ŒLearningโ€Œ โ€Œandโ€Œ โ€ŒEdTechโ€Œ
  • Research
  • Researcher Tools
  • Resources on Coronavirus (COVID-19) and EdTech
    • Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries
    • Evidence, research and advice
    • New analysis by the Hub and our partners to inform your COVID-19 response
    • Open educational resources
    • Resources from other organisations
  • Sandboxes
    • Helping caregivers foster learning at home in Kenya
    • Making radio work better for children in Uganda
    • Sandbox X
    • Scaling personalised learning technology in Malawi
    • Sign language videos on laptops in Pakistan
    • The Sandbox Method
    • WhatsApp-based learning for refugee children in Lebanon
  • Sitemap
  • Specialist Network
  • Strategic Advisory Board & Executive Committee
  • Supporting marginalised girls: Lessons learned before the pandemicโ€‹
  • SWOT Analysis of the Kenya Education Cloud
  • TV and Radio for distance learning
  • Using technology to improve girls’ learning: a path to inclusion and equity
  • Using TV to support learners in low and middle-income countriesโ€‹
  • Website Acceptable Use Policy
  • Website Terms of Use
  • What are countries doing that already use remote learning extensively? What can we learn from them?
  • What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries?
  • What can be learnt from Chinaโ€™s recent experiences with Covid-19 and school closures that can inform other countriesโ€™ education technology-enabled responses?
  • Where We Work
    • Kenya
    • Our Work In Bangladesh
    • Our Work In Ghana
    • Our Work In Malawi
    • Our Work In Pakistan
    • Our Work In Sierra Leone
    • Our Work In Tanzania
    • Our Work is Global
  • Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning
  • Important questions to ask about your users
  • Mapping your usersโ€™ access to communication channels
  • Access to communication channels
  • Monitoring the situation
  • See examples of successful SEND interventions using EdTech
  • The legacy of school closures
  • Using educational radio during the coronavirus (COVID-19) pandemic
  • Get everybody talking
  • Build a community

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