Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone

Abstract

During school closures prompted by the Covid-19 pandemic, educational technology (EdTech) was often used to continue educational provision. In this article, we consider EdTech effectiveness using a holistic framework, and synthesise findings from 10 primary research studies of EdTech interventions conducted in low- and middle-income countries during the pandemic. The framework includes five main lenses: learning outcomes, enhancing equity, implementation context, cost and affordability, and alignment and scale. While in-person schooling has largely resumed, there continues to be further integration of EdTech into education systems globally. This analysis provides evidence-based insights and highlights knowledge gaps to shape holistic analysis of both EdTech mainstreaming and future research into the effective use of EdTech to strengthen learning.

Keywords: Covid-19 pandemic; Development; Educational technology; International education; Research synthesis.

Fig. 1

Framework for EdTech effectiveness used in the analysis of 10 primary research studies conducted during the Covid-19 pandemic, after Hollow and Jefferies (2022).

Fig. 2

Range of methods used to collect data across studies. Primarily qualitative methods are shown in blue, while quantitative methods are in orange.