Joel Mitchell; Amy Ashlee; Giulia Clericetti; Jessica Gladwell; and Rebecca Torr
Joel Mitchell; Amy Ashlee; Giulia Clericetti; Jessica Gladwell; and Rebecca Torrance
Summary
This rapid evidence review (RER) provides an overview of existing literature on the use of technology for education in emergencies (EiE) in low- and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (Covid-19) and the resulting widespread global shutdown of schools. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, those already facing ongoing crises or disruptions can be disproportionately impacted, or neglected as attention moves on to those affected by new disruptions to their education.
This RER provides a summary of the potential benefits of using technology for EiE as well as its risks, limitations and challenges. The RER aims neither to advocate for nor discourage the use of technology in EiE in response to the present Covid-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy-makers and donors might make informed decisions about the potential role of technology in delivering education for those facing emergencies. Many of the same constraints and challenges faced in delivering education in emergencies are being faced around the world in response to Covid-19, resulting in greater relevance of learning from EiE to all education systems.
The RER involved a systematic search for academic and grey literature on the use of EdTech in the education of children in emergency contexts in LMICs. After a screening process, 29 papers published since 2009 were analysed. Details on the inclusion criteria, as well as the associated limitations, are explained in the Methodology section. The rapid nature of the review required a focused approach to literature discovery, and a thematically guided process of analysis, so that a timely response to Covid-19 might be provided. The search strategy was, therefore, not designed to be exhaustive.
The thematic analysis of the relevant literature on technology for EiE led to the identification of four core themes:
- Facilitating access to education and learning: This section presents findings on the use of technology to enable access to education and learning during and after an emergency.
- Educational content and pedagogy: This section discusses the importance of quality and contextualised educational content, and examines EdTech-related pedagogical approaches.
- Supporting education actors: This section examines how EdTech is used to support the range of education actors responding in emergency contexts.
- Protection and psychosocial well-being: This section examines the use of EdTech to protect vulnerable children from risks in emergency