Different EdTech modalities to support teachers and learnings in crisis contexts

Group Submission Type: Formal Panel Session

Proposal

COVID19 has resulted in an unprecedented increase in the use of technology in education. Resource-rich countries quickly transformed into online using both synchronous and asynchronous platforms. and studies have shown significant growth in locally built EdTech solutions. While the use of EdTech has moved in a new direction. Localization of technology has paved the way for various successful EdTech projects around the world, use of a combination of technology solutions has increased access to multimedia resources based on the tech access and devices owned by the end-users.
Radio has been a mainstream educational delivery medium in low-income and remote areas and has been effective during emergencies and the recent COVID19 pandemic. The content developed for radio can easily be curated and shared through different channels. To support radio educational broadcasting, supporting channels have been coherent to make the audio episodes available on demand through SMS, IVR, and WhatsApp. According to a World Bank report (2020) “Multimodal strategies that coherently articulate the different channels to deliver remote learning were effective to facilitate teacher-student feedback and formative assessments”.
Localized innovation has been key to the success of EdTech programs, contextually build solutions can ensure positive outcomes and sustainability. The localized incubation has been effective to address the localized challenges and bring a new wave of innovation to the EdTech sector. For example, Nigeria has a robust EdTech market with viable solutions that address many of the unique barriers found in humanitarian contexts, such as intermittent power and connectivity. EdTech companies in Nigeria build products for these conditions as part of their standard business commercial strategy.
Additionally, multimedia resources particularly virtual teaching videos have been effective to enhance teachers’ understanding of the subject, video instruction has proven to be effective in language teaching (Simhchalam, 2015), and it has to be further explored in other areas such as learning through play.
This panel provides a venue to discuss opportunities for integrating EdTech into EiE interventions through 1) presentation of the results of two pilot interventions that were undertaken, one predominantly focused on resourcing the learning facilitators and the other on supporting the students in collaboration with local partners in a four-month pilot. 2) presentation of the effective use of multi-channel distance-based social-emotional learning in Colombia including how content developed for radio can be easily curated for other distribution channels based on different formats and delivery modes. 3) presentation of preliminary findings of A/B testing of instructional videos to increase teachers’ understanding of LtP, their ability to implement LtP practices in the classroom, and their motivation and likelihood to implement LtP practices in Uganda. The team will discuss practical recommendations for practitioners on how EdTech multimedia solutions can complement continuous professional development.

Sub Unit

• Education in Conflict and Emergencies SIG

Chair

• Khurasan Ali Shah, International Rescue Committee

Individual Presentations

• Working with Nigerian EdTech startups to support education needs of students and teachers in the North East (Borno state) - Atish J Gonsalves, International Rescue Committee

• Effective use of technology (Multi-channel Content Delivery) in distance-based Social-Emotional Learning Program - Emma Kane, International Rescue Committee; Khurasan Ali Shah, International Rescue Committee