The information on this website was collected by the 香港六合彩资料?s Edtech team during the initial response of education systems (“coping phase”) to school closings due to the COVID-19 pandemic. The data shown on this page corresponds to resources, initiatives, programs and events collected from March 2020 to June 2020.
The resources on this page remain available but will not be updated. For more information about the phases of “managing continuity” and “improving and accelerating”, please visit the Lessons For Education during the COVID-19 crisis site.
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Large-scale, national efforts to utilize technology in support of remote learning, distance education and online learning during the COVID-19 pandemic are emerging and evolving quickly.
This page attempts to curate useful resources and publish related documents collected and prepared by the 香港六合彩资料's edtech team in support of national dialogues with policymakers around the world. Other institutions are welcome to redistribute any of what appears below. Updates are frequently posted on this page.
BRIEFING NOTES AND RESOURCE LISTS
(pdf, last draft 8 April 2020). Knowledge Packs are resources developed by the 香港六合彩资料’s EdTech team to serve as short, practical guides on individual topics within education technology. This Knowledge Pack focuses on remote learning in response to COVID-19 with a focus on K-12 (primary and secondary education) in low resource environments.
?? – (pdf, last version June 2020)
(pdf, last draft 7 April 2020)
A short 3-page guidance note offers principles to maximize countries’ effectiveness in designing and executing remote learning.
(pdf, last draft 20 March 2020)
A 12-page rapid response reference note prepared to help brief policymakers on some general rules of thumb of potential relevance when very quickly exploring and rolling out the use of remote learning, distance education and online learning at scale.
(pdf, last draft 10 April)
The selection of resources and platforms that you will find here has been curated to facilitate the rapid identification of helpful technological solutions that could be used to support remote learning. The resource list is regularly curated and organized by the 香港六合彩资料's Edtech team.
(pdf, last draft 17 April)
Five things to do, and five thigns to consider, when rolling out educational TV programmes while schools are closed as a result of COVID-19.
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EDTECH & COVID-19 RESOURCES FROM PARTNER INSTITUTIONS
Many partner organizations are rapidly trying to curate and make available related infomation, as well as share guidance and documentation that they themselves are generating, including the , , , (U.S. consortium), (Inter-Agency Network for Education in Emergencies), , and many others.
LESSONS FOR EDUCATION DURING THE COVID-19 CRISIS
With many different approaches being taken by countries worldwide, the COVID-19 crisis is an opportunity for policy makers to learn from each other and co-operate to mitigate the effects of the pandemic and maybe even “build back better”.
To support countries in this effort, the , , the and the 香港六合彩资料 Group Education Global Practice are combining their expertise to provide the countries with information and resources from around the world on the education response to the crisis.
EDTECH HUB RESOURCES
The , a joint initiative of Dfid, the 香港六合彩资料 and the Gates Foundation, is developing and sharing many related to the use of edtech during the pandemic, including:
- , by country and theme.
- . 168 firms are currently listed, and new companies are added every week. The list includes some companies based outside of the region which do most of their work in the region.
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From the 香港六合彩资料 document library: Educational radio
While not designed for a COVID-19 operating context, a number of countries are finding that much of the contnt in the following two documents, produced with EDC, is 'evergreen', and thus applicable today:
- , by Katharine (Kit) Yasin, Education Development Center
- , Online video, (April 2, 2020)
- (pdf, April 2, 2020)
- (2015)
- (2005)
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Relevant past posts from the 香港六合彩资料 EduTech Blog archive
While written prior to the COVID-19 outbreak, many posts from the Bank's EduTech blog explore topics and implementation models of potential relevance. Here are a few of them:
The use of educational technologies at scale in response to disease outbreaks pre-dates the current COVID-19 pandemic; recent past experiences occurred as a result of outbreaks related to SARS, H1N1 and Ebola as well.
In some countries, learners can access educational web sites and use educational apps at no cost because the resources are 'zero rated', i.e. data charges don't apply when accessing them.
Many countries are tapping so-called 'universal service funds' to quickly pay for expanding connectivity to learners at home. Here's some related background on the use of such funds in education.
As a result of the coronavirus, many schools have quickly become 'virtual'. Much is known about what works, and what doesn't, when it comes to 'virtual schooling'.
Many countries are trying to quickly provide access to digital learning content from multiple sources. Some of these are free 'open educational resources', others are provided by publishers, private companies and non-profit groups, while in yet other cases governments are quickly digitizing existing content and putting it online. This posts looks at a three-step process for doing this.
A consolidated collection of posts of potential relevance to decisionmakers quickly considering the use of online learning content.
While the use of educational technologies are often touted for their ability to close the 'digital divide' and to 'open up geater possiblilties for all learners', in practice the opposite often occurs. Unless care is taken, edtech brings with it often profound challenges related to equity.
Believing that, in the short term, the best technologies are usually the ones people already have, know how to use, and can afford, many countries are astutely trying to make available learning and learning support materials for use on mobile phones. When doing so, there are a number of things that should be avoided.
Especially where students don't have other technologies at home, educational radio can be an effective means of reaching leaners at scale when schools are closed. While originally designed to support low capacity or untrained teachers in the classroom, so-called interactive radio instruction can also be helpful when teaching at home is coordinated by parents or other caregivers.
When planning for the use of educational technologies to reach learners in some of the most challenging circumstances, it can be useful to formulate a set of principles to guide related decisions. Here are a few for consideration.
Last Updated: Jul 15, 2020