Technology, Teacher Development, and Marginalized Learners in Low- and Middle-Income Countries: Insights From a Systematic Review

• In Event: Defining and Enacting Equitable Technology-Based Teaching Practices

Abstract

Pre-service education and in-service teacher professional development (collectively termed “TPD”) opportunities in low- and middle-income countries (LMICs) are often limited, unsustained, and not evidence-based. Educational technologies offer significant potential to enhance. We present the first systematic literature review characterising culturally appropriate and effective uses of technology in TPD in LMICs. An in-depth synthesis of 170 studies spanning 40 countries considered macro-, meso- and micro-level factors in TPD design and implementation. The analysis included global teacher survey data and ongoing initiatives in LMICs. Results showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin, alongside limited attention to marginalised groups. Recommendations are made for researchers, policymakers, teachers and teacher educators.

Authors

• Sara Hennessy, University of Cambridge
  Presenting Author

• Sophia d'Angelo, EdTech Hub
  Non-Presenting Author

• Saalim Koomar, Jigsaw Consult
  Non-Presenting Author

• Adam Kreimeia, Overseas Development Institute
  Non-Presenting Author

• Taskeen Adam, Open Development in Education
  Non-Presenting Author